mm 


THE 


SABBATH-SCHOOL 


INDEX. 


POINTING  OUT 


THE    HISTORY  AND    PROGRESS  OF 
SUNDAY-SCHOOLS,  WITH  APPROVED  MODES 
OF   INSTRUCTION,  EXAMPLES   IN   ILLUSTRATIVE, 
PICTORIAL,   AND    OBJECT  -  TEACHING ;   ALSO   THE   USE    OF 
THE     BLACKBOARD,    MANAGEMENT    OF    INFANT- 
CLASSES,  TEACHERS'   MEETINGS,   CONVEN- 
TIONS, INSTITUTES,  ETC.,  ETC.,  ETC. 


By   R.  G.  PARDEE,  A.M. 


PHILADELPHIA  : 

J.    C.    GARRIGUES     &    CO., 

No.  608  Arch  Street. 

1869. 


Entered  according  to  Act  of  Congress,  in  the  year  1868,  by 
J.  C.  GARRIGUES  &  CO., 

In  the  Clerk's  Office  of  the  District  Court  of  the  United  States,  for  the  Eastern 
District  of  Pennsylvania. 


Jas.  B.  Rodgers,  Pr. 
52  &  54  N.  6th  St. 


^  -- ^^^ 

^r  PHI  ITCH  tg:t 

PREFACE 


A  FE-w  years  ago  the  author  prepared  a  little  Manual 
entitled  "The  Sunday-School  Worker  Assisted,"  etc.,  which 
was  so  favorably  received  as  to  call  for  a  large  edition  with- 
out any  special  advertising.  What  has  seemed  to  be  a  most 
imperative  call  has  again  come  up,  from  various  sections  of 
our  land,  and  from  many  denominations  of  Christians,  for  a 
fuller  and  more  complete  work,  illustrated  with  examples. 
If  our  pastors,  superintendents  or  teachers,  wished  for  spe- 
cific details  of  all  the  departments  of  the  Sabbath-school, 
they  complained  that  they  were  compelled  to  purchase  a 
dozen  English  and  a  dozen  American  works,  and  even 
then  there  were  important  topics  of  information  still  un- 
reached. Besides,  books  written  a  quarter  of  a  century  ago 
will  not  fully  meet  the  requirements  of  an  intelligent  Sab- 
bath-school man  at  this  day.  The  cause  is  making  con- 
stant progress,  and  many  real  improvements  have  been 
made  during  the  past  few  years  which  are  worthy  of  special 
record  and  notice. 

Never  before  has  the  Holy  Bible  been  so  exalted,  so  taught, 
so  applied,  and  made  so  interesting  as  now.  Never  before 
were  our  best  Sabbath-schools  devoted  to  such  pure,  simple, 
child-like  worship  of  God  as  now;  and  never  before  was  the 
high  and  holy  aim  of  immediate  conversion  of  the  scholars 
to  Christ,  and  then  their  thorough  religious  training,  kept 
steadily  in  view,  as  it  is  in  many  Sunday-schools  at  the 
present  time. 


4  PREFACE. 

The  Sabbath-school,  as  the  true  working-field  of  the 
Christian  churches  ("The  Bible  School,"  as  Dr.  Chalmers 
called  it),  is  now  the  grand  rallying  crj  of  the  faithful. 

The  aim  and  design  of  this  work  is  to  observe,  collate, 
£nd  condense,  as  far  as  possible,  the  best  thoughts,  expe- 
rience, and  observation  of  Sabbath-school  laborers  and 
authors,  not  only  in  this  country  but  also  in  Great  Britain, 
and  to  combine  these  with  the  observation  and  experience 
of  the  writer  during  the  last  forty-five  years.  The  author 
is  greatly  indebted  particularly  to  the  London  Sunday- 
School  Union  publications,  and  to  The  Sunday-School 
Times  of  Philadelphia,  as  well  as  to  most  of  his  fellow- 
laborers  and  writers  in  both  countries.  Gladly  would  he 
give  credit  in  every  instance,  but  their  works  have  been  so 
read  and  their  thoughts  gathered  up,  preserved,  and  noted 
for  use  during  many  years,  and  their  views  so  assimilated 
with  the  author's  and  made  his  own,  that  he  is  now  quite 
unable  to  trace  them  accurately  to  their  right  sources.  They 
have  become  the  property  of  all,  and  he  has  appropriated 
and  adopted  them  into  the  line  of  his  own  thought  in  the 
one  great  work. 

The  best  examples  and  the  best  new  improvements  are 
here  given  for  the  Sabbath-school  artist  to  copy.  No  one 
man  or  school  or  country  embodies  them  all.  None,  how- 
ever, are  mere  theories.  Everything  here  stated  has  been 
tried  and  proved. 

The  future  progress  of  the  Sabbath-school  will  be  care- 
fully watched,  in  order  to  add  to  or  modify  subsequent  edi- 
tions of  this  book,  so  that  the  Sabbath-school  worker,  with 
no  other  guide-board  but  this  "Index,"  may  be  enabled, 
by  divine  grace,  to  enter  the  right  path  and  to  do  a  good 
Christian  work  in  training  up  the  children  and  youth  of 
his  generation. 

THE  AUTHOR. 

New  York,  February^  1868. 


CONTENTS. 


I.  The  Sabbath-school 7 

II.  History  and  Progress lo 

III.  Conventions 23 

IV.  Institutes 31 

V.  The  Superintendent 39 

VI.  The  Library  and  Librarian 53 

VII.  The  Secretary 59 

VIII.  The  Teacher 61 

IX.  Preparation 63 

X.  The  Teacher  Teaching 70 

XI.  Illustrative  Teaching 87 

XII.  Pictorial  Teaching 94 

XIII.  Object-Teaching ,  103 

XIV.  The  Blackboard 112 

XV.  The  Infant-school 124 

XVI.  Young  Men  and  Women's  Bible-Classes 145 

XVII.  The  art  of  Securing  Attention 157 

1  -»  5 


6  CONTENTS. 

XVIII.  The  Art  of  Questioning 163 

XIX.  The  Teachers'  Meeting 174 

XX.  Visiting  the  Scholars 184 

XXI.  Systematic    District    Christian    Visita- 
tion   188 

XXII.  New  Mission-schools 192 

XXIII.  The    Conversion  and    Culture  of   Chil- 

dren.—  Children's  Prayer-meetings^  etc. . . .  200 

XXIV.  Preaching  to  Children 208 

XXV.  Children's  Meetings  and  Monthly  Con- 
certs   212 

XXVI.  AuxiL>ARY  Associations. —  Temperance  So- 
cieties.— Missionary  Associations. 215 

XXVII.  Sabbath-school  Music 221 

XXVIII,  Means  and  Measures. — Anniversaries. — 
Excursions  and  Exhibitions.  —  Premimns 
and  Rewards. — Beiievolent  Contributions. — 
Catechisms. —  Two  Sessions. — Constitution 
a?id  By-Laws 224 

XXIX.  Sabbath-school     Guardians.  —  Parents. — 

Pastors. —  The  Church. —  The  Co7nmu7iity . .  230 

XXX.  Missionary  Agencies. — Neighborhood  Pray- 
er Meetings. — Bible  Readers. — Industrial 
Schools. — Boys'  Meetings 237 

XXXI.  The  Question  Box.— The  Answer  Box 240 

XXXII.  Mistakes  of  Teachers 248 

XXXIII.  Helps  for  Teachers.— Z//e  Teachet^s  Cove- 
nant    251 


r^  ^  rr.'^^'^Y 


RICHARD   GAY  PARDEEv^         ^ 


A   BIOGRAPHICAL    SKETCH. 


f  R.  PARDEE  was  in  some  respects  the  most 
remarkable  man  I  have  ever  known.  His 
example  is  worthy  of  special  record  as  show- 
ing, better  perhaps  than  any  other  that  can  be  named, 
what  large  results  can  be  accomplished  through  per- 
sistent singleness  of  purpose,  in  the  absence  of  any 
great  natural  endowments.  He  was  neither  bril- 
liant, nor  learned,  nor  eloquent,  nor  original,  nor 
profound,  nor  had  he  any  special  advantages  of 
voice  or  person,  and  yet  he  accomplished,  single- 
handed,  results  not  often  vouchsafed  to  those  who 
have  all  these  qualities  and  advantages  combined. 
Some  account,  therefore,  of  his  useful  and  honored 
career  may  be  of  service,  both  to  the  Church  at  large 
and  to  the  special  cause  to  which  his  life  was  devoted. 
A  better  example,  either  for  young  men  in  general, 
or  for  the  Sabbath-school  worker  in  particular,  it 
would  be  difficult  to  find. 

Mr.  Pardee  was  born  at  Sharon,  Connecticut, 
October  12,  181 1.  His  parents  were  Orrin  and 
Julia  Pardee.  He  was  the  oldest  of  a  family  of 
twelve  children,  all  but  one  of  whom  are  still  alive. 
His  boyhood  was  spent  on  his  father's  farm,  upon 
Sharon  Mountain,  and  he  attended  the  common  dis- 


ii  BIOGRAPHICAL  SKETCH. 

trict  school.  This  was  the  only  schooling  he  ever 
had. 

At  the  age  of  seventeen  he  v^ent  to  Seneca  Falls, 
N.  Y.,  to  live  with  an  uncle,  and  was  engaged  for  a 
time  as  a  clerk  in  the  post-office,  but  afterward 
learned  the  dry-goods  business.  He  was  at  this 
time  strongly  inclined  to  a  life  of  gaiety,  and  was 
especially  much  addicted  to  novel-reading  and  dan- 
cing. His  conversion  took  place  when  he  was  about 
twenty  years  of  age,  and  his  religion  was  from  the 
first  of  a  decided  character.  He  began  at  once  that 
course  of  Christian  activity  which  marked  him  all 
through  life.  He  became  very  active  in  the  Sabbath- 
school  work  and  in  the  prayer-meeting,  and  was 
ever  ready  to  speak  for  Jesus  when  there  was  an 
opportunity. 

He  was  married  in  1836,  at  the  age  of  twenty-five, 
to  Rebecca  Camp,  by  whom  he  had  four  children, 
two  of  whom,  a  son  and  a  daughter,  are  still  living. 

In  the  year  1840,  at  the  age  of  twenty-nine,  he 
removed  to  Palmyra,  Wayne  Co.,  N.  Y.,  where  he 
engaged  in  mercantile  business.  He  was  an  elder 
of  the  Presbyterian  church  of  that  place,  and  was 
for  several  years  clerk  of  the  session  and  superintend- 
ent of  the  Sabbath-school.  While  living  in  Palmyra 
he  became  intimate  with  Mr.  L.  B.  Tousley,  the  well- 
known  children's  missionary  of  that  region,  and  the 
two  friends  made  frequent  missionary  tours  together 
through  the  western  part  of  the  State,  addressing 
large  meetings  of  children,  teachers  and  friends  of 
Sunday-schools.      He   was    also    for    several    years 


BIOGRAPHICAL  SKETCH.  in 

Corresponding  vSecretary  of  the  Wayne  County 
Sunday-School  Union. 

In  the  year  1851  he  removed  to  Geneva,  N.  Y., 
but  remained  there  only  until  the  summer  of  1853, 
when  he  came  to  New  York,  and  entered  the  ser- 
vice of  the  New  York  City  Sunday-School  Union. 
As  the  agent  of  that  organization,  his  business  was 
to  promote,  in  every  legitimate  way,  a  healthy 
activity  in  the  cause  of  Sunday-schools,  but  especially 
to  secure  the  establishment  of  mission-schools.  The 
agent  was  well  suited  to  the  task  assigned  him,  and 
the  work  accomplished  became  at  once  a  spur  and 
a  model  for  Christian  workers  in  this  line  of  effort  in 
other  cities.  The  mission-schools  of  the  New  York 
Sunday-School  Union  became  a  notable  feature  in 
the  religious  movement  of  this  great  metropolis,  and 
had  a  wide  influence  in  leading  to  similar  operations 
elsewhere.  It  was  in  this  work  that  Mr.  Pardee  first 
came  prominently  before  the  public,  and  in  no  part 
of  his  public  labors  was  he  more  completely  and 
thoroughly  successful.  He  continued  in  this  service 
ten  years — from  September,  1853,  to  October,  1863. 

The  last  five  years  and  a  half  of  his  life  were 
spent  in  a  work  of  a  very  peculiar  kind.  By  his 
mercantile  labors  in  the  earlier  part  of  his  life,  and 
by  judicious  investments,  accompanied  with  habits 
of  economy  and  prudence,  he  had  acquired  a  mode- 
rate competence,  so  that  a  salaried  position  was  no 
longer  needed  for  the  support  of  his  family.  Having 
resigned,  therefore,  his  ofiice  as  an  agent  or  mission- 
ary of  the  Sunday-School  Union,  he  entered  into  the 


IV  BIOGRAPHICAL  SKETCH. 

employment  of  a  Life  Insurance  Company,  on  terms 
which  occupied  about  one-fourth  of  his  time  (an 
hour  or  two  in  the  day),  and  left  him  at  entire 
liberty  as  to  his  movements  in  coming  and  going. 
Under  this  arrangement  he  spent,  during  the  last 
five  and  a  half  years  of  his  life,  more  than  three- 
fourths  of  his  time  in  voluntary,  unpaid  labor  in  the 
Sunday-school  cause,  going  to  conventions,  insti- 
tutes, and  Sunday-school  meetings  of  every  kind,  to 
which  he  was  invited,  visiting  in  this  way  every  State 
in  the  Union  except  California,  everywhere  welcome, 
and  everywhere  carrying  with  him  an  influence  rich 
in  blessing.  He  was  sent  for  by  the  students  of 
several  of  our  largest  theological  seminaries,  and 
delivered  in  each  a  course  of  familiar  lectures  on  the 
practical  details  of  Sunday-school  organization  and 
labor.  Among  the  institutions  in  which  he  thus 
labored  were  the  Presbyterian  Theological  Seminary, 
at  Princeton,  the  Union  Seminary,  in  New  York, 
and  the  Episcopal  Seminary,  in  Philadelphia. 

A  few  months  before  he  died,  Mr.  Pardee  made 
an  extensive  tour  through  the  Southern  States,  going 
by  the  invitation  of  pastors  and  Sunday-school  men, 
and  receiving  everywhere  a  most  cordial  welcome. 
No  equal  portion  of  his  life,  probably,  was  so  rich  in 
results  as  the  few  months  spent  in  this  most  interest- 
ing and  promising  field  of  labor,  and  his  letters  to 
The  Sunday- School  Times.,  describing  his  visits  to 
the  various  centres  of  population  and  influence  in 
that  region,  were  of  the  most  cheering  kind.  Either 
through  over-exertion,  or  through  not  accommodating 


BIOGRAPHICAL  SKETCH.  V 

himself  sufficiently  to  the  change  of  climate,  he  laid 
in  this  tour  the  foundation  of  the  disease  which  carried 
him  off  soon  after  his  return.  He  came  back  yellow 
with  jaundice,  and,  not  using  apparently  sufficient 
precaution,  was  soon  prostrated  beyond  recovery. 
He  died  at  his  own  home,  in  New  York  City, 
February  4,  1869,  in  the  fifty-eighth  year  of  his  age. 

No  man  was  so  widely  and  generally  known  to 
the  Sunday-schools  of  the  United  States  as  R.  G. 
Pardee.  No  important  convention  or  institute 
seemed  to  be  complete  without  him,  and  his  engage- 
ments during  the  latter  part  of  his  life  always 
extended  several  months  in  advance. 

Mr.  Pardee  was  a  constant  contributor  to  The 
Sunday- School  Times.  From  the  publication  of  the 
first  number  in  January,  1859,  down  to  the  time  of  his 
death,  there  was  hardly  an  issue  of  that  paper  which 
did  not  contain  either  some  contribution  from  his  pen, 
or  some  account  of  his  labors  written  for  the  paper  by 
others.  Without  being  remarkably  original,  he  was 
yet  eminently  progressive  in  his  ideas,  always  keep- 
ing himself  on  the  top  of  the  advancing  wave  ;  and 
the  new  ideas  which  he  gathered  and  scattered  in 
such  rich  profusion  wherever  he  went,  were  in  turn 
sent  broadcast  all  over  the  country  through  the 
columns  of  that  paper. 

I  first  saw  Mr.  Pardee  at  a  Sunday-school  meeting 
which  was  held  in  the  old  Arch  Street  Church, 
Philadelphia,  and  which  led  to  the  organization  of 
the  Philadelphia  Sabbath-School  Association.  It  was 
a  large  meeting,  containing  some  of  the  best  clerical 


yi  BIOGRAPHICAL  SKETCH. 

and  lay  talent  of  the  city,  and  I  shall  never  forget  the 
impression  made  upon  me,  when,  after  some  pretty 
tall  talking  by  sundry  speakers,  the  little,  wiry, 
unpretending  man  from  New  York  came  forward  by 
invitation  and  addressed  the  meeting.  His  appear- 
ance certainly  was  not  commanding,  nor  his  voice 
musical ;  his  movements  were  stiff  and  angular  ;  he 
had  none  of  the  graces  of  rhetoric,  and  he  was  not 
very  amenable  to  the  laws  of  grammar.  Yet  he 
held  that  audience,  rather  a  fastidious  one,  spell- 
bound. What  it  was  that  made  the  impression  I  do 
not  know.  But  after  the  first  sentence  that  fell  from 
his  lips,  I  do  not  believe  any  man  or  woman  there 
ever  once  thought  whether  the  man  was  eloquent,  or 
graceful,  or  anything  else.  We  forgot  the  man  in 
the  absorbing  interest  of  the  thoughts  which  he  gave 
us.  It  was  so  always.  Mr.  Pardee  was  so  simple 
and  direct,  and  so  full  of  his  subject,  that  people 
forgot  everything  else  but  the  truths  and  facts  which 
he  presented. 

My  next  recollection  of  Mr.  Pardee  brought  to  light 
another  prominent  trait  in  his  character.  I  had 
been  invited  to  deliver  a  public  lecture  in  some  town 
in  the  eastern  part  of  New  Jersey,  and  Mr.  Pardee 
came  over  from  New  York  to  hear  me.  In  the  course 
of  my  lecture  I  noticed  that  whenever  I  advanced 
any  thought  or  illustration  which  seemed  to  him 
new  or  available,  out  came  his  pencil  and  note-book. 
Such  was  his  uniform  custom.  Never  did  he  travel 
without  his  note-book.  Especially  never  did  he  go 
without  it  to  a  public  meeting  of  any  kind.     Hence 


BIOGRAPHICAL  SKETCH.  vii 

he  was  all  the  while  gathering  material.  It  was 
this  that  made  him  such  a  full  man.  He  cultivated, 
more  industriously  than  any  man  I  ever  knew,  the 
habit  of  observation  and  of  putting  his  observations 
on  record.  Every  speaker  that  he  heard,  as  well  as 
every  book  that  he  read,  became  tributary  to  him. 

Another  peculiarity  of  Mr.  Pardee  was  that  what- 
ever mental  acquisitions  he  possessed,  he  had  abso- 
lutely at  his  control.  He  was  not  a  man  of  enlarged 
and  varied  knowledge.  But  whatever  he  did  know, 
he  knew  perfectly,  and  he  could  call  it  up  at  will,  at  any 
time,  in  any  place.  This  perfect  readiness  of  know- 
ledge gives  wonderful  power  in  all  practical  matters. 

Mr.  Pardee  was  proverbially  sagacious.  His  sa- 
gacity displayed  itself  equally  in  his  avoiding  diffi- 
culties and  crotchets,  and  in  anticipating  the  future. 
No  one  saw  more  clearly  than  he  the  benefits  to 
result  from  the  various  changes  in  Sunday-school 
management  and  organization  which  have  been 
introduced  in  the  last  ten  years.  Allied  to  this 
practical  sagacity  was  an  equally  remarkable  spirit 
of  kindness  and  conciliation.  He  was  catholic  in 
his  views,  and  his  heart  overflowed  with  the  milk  of 
human  kindness.  Hence  he  was  everywhere  and 
equally  welcome,  among  Presbyterians,  Episcopa- 
lians, Baptists,  Methodists,  CongregationaHsts,  East 
and  West,  North  and  South. 

There  was  one  great  secret  of  his  power,  which  is 
implied  perhaps  in  some  things  already  said,  but 
which  ought  to  be  stated  more  distinctly.  Few  men, 
who  have  been  so  abundant  in  public  labors,  have 


ViU  BIOGRAPHICAL  SKETCH. 

spent  so  much  time  in  private  devotion.  He  w^as 
mighty  in  prayer.  I  am  permitted  on  this  point  to 
quote  a  thoroughly  competent  w^itness.  Says  Mr. 
Ralph  Wells  :  "  We  have  often  slept  together,  for  we 
frequently  travelled  in  company,  and  many  a  time  I 
have  know^n  him  to  get  out  of  bed  and  spend  half 
the  night  in  prayer.  And  w^onderful  utterances  they 
w^ere !" 

Mr.  Pardee's  powder  was  in  his  tongue  rather  than 
in  his  pen.  His  education  and  training  had  not 
been  of  a  kind  to  enable  him  to  wield  the  latter 
instrument  with  special  skill ;  but  his  pen  was  sel- 
dom idle,  and  there  was  something  so  practical  and 
pointed  in  his  views  that  readers  willingly  forgave 
any  literary  shortcomings  in  his  essays.  He  pub- 
lished, many  years  ago,  a  little  work  on  the  culture 
of  the  strawberry,  of  which  many  thousands  of  copies 
have  been  sold.  But  his  only  book  of  any  size  is 
The  Sabbath-School  Index^  now  in  the  reader's 
hands.  In  this  volume  he  condensed,  in  system- 
atic form,  his  views  on  the  various  topics  connected 
with  the  Sunday-school  work.  This  volume  is  the 
best  monument  of  the  lamented  author.  Although 
published  little  over  a  year  ago,  it  has  already  had  a 
large  sale,  and  it  will  without  question  take  a  perma- 
nent place  in  Sunday-school  literature. 

John  S.  Hart. 

Trenton,  N.  J.,  April  3,  1869. 


THE 


SABBATH-SCHOOL 


INDEX. 


THE  SABBATH-SCHOOL. 

T  is  a  place  where  the  churches  of  Christ 
meet  with  the  children  and  youth  for  the 
worship  and  service  of  God.  It  is  the 
Church  of  God  caring  for  the  children  on  the  Sab- 
bath day.  Every  song  of  praise,  as  well  as  every 
prayer  and  reading  and  study  of  the  Word  of  God, 
together  with  every  exhortation,  address  or  sermon, 
should  rise  to  a  high  and  holy  act  of  simple,  life-like, 
child-like  devotion.  The  place  should  be  comfort- 
able, attractive,  light,  airy  and  cheerful.  It  should 
be  dry  and  well  warmed.  The  walls  may  be  covered 
with  prints,  hymns,  and  Scripture  mottoes ;  or,  as 
some  of  our  wealthy  congregations  have  done,  they 
may  be  frescoed  beautifully  with  illuminated  texts  or 

7 


8  THE  SABBATH-SCHOOL. 

paintings  representing  Scripture  scenes,  to  attract  the 
children  to  the  house  of  God — to  their  Sabbath 
Home,  Especial  care  should  be  taken  that  the  seats 
provided  are  adapted  in  size,  height,  and  form,  to 
all  ages  and  sizes,  from  the  wee  ones  in  the  infant 
classes  up  to  the  larger  scholars  and  the  members 
of  the  adult  classes.  The  three-sides-of-an-octagon 
form  of  seat  is  found  to  answer  well,  and  is  much 
cheaper  than  the  circular  seats.  Infant  classes  will 
need  a  room  by  themselves,  and  sometimes  raised  seats 
are  to  be  preferred.  A  good  blackboard  and  crayons, 
with  good  maps,  should  be  furnished  to  every  room, 
together  with  a  well-selected  library,  both  for  teachers 
and  scholars.  Keep  on  file  a  few  good  Sunday-school 
papers  and  magazines.  It  would  be  well  also  to 
have  a  few  reference  Bibles  and  a  Bible  Dictionary. 
But  the  glory  of  the  Sabbath-school  is  the  open  Bible, 
the  living  Teacher,  the  Church  Militant  and  aggres- 
sive. Said  De  Witt  Clinton  :  "  The  Sunday-school 
is  one  of  the  three  great  powers  by  which  the  moral 
world  is  to  be  moved."  Says  the  Rev.  Dr.  Daggett : 
"  The  Sabbath-school  is  to  do  vastly  more  than  all 
other  agencies  of  the  Church."  Said  John  Angeli 
James  :  "In  a  few  years  we  shall  look  upon  all  the 
past  progress  of  the  Sunday-school  but  as  the  begin- 
ning, as  a  kind  of  first-fruits,  an  earnest  of  the  future 
of  this  great  institution  of  the  Christian  Church." 
Said  the  Rev.  Dr.  Campbell,  of  the  British  Banner^ 
London  :  "  With  respect  to  countless  multitudes,  it  is 
mainly  the  work  of  the  Sunday-school   teacher  to 


THE   SABBATH-SCHOOL,  9 

carry  out  the  command  of  our  Lord  to  preach  the 
gospel  to  every  creature.  The  Sunday-school,  for  the 
individual^  for  the  family,,  for  the  Church,,  for  the 
nation,,  and  for  the  world,,  is  one  of  the  principal 
mottoes  to  be  inscribed  on  the  banners  of  the  faith- 
ful ;  and  many  well-meant  but  feeble  agencies  on 
which  much  religious  activity  is  nov^  frittered  away, 
will,  we  believe,  at  length  be  merged  in  this  grand 
institution.  The  conviction  is  strong  in  our  mind 
that  the  Sunday-school  Union,  as  a  great  central 
source  of  light,  life,  and  power,  is  on  the  threshhold 
of  a  glorious  career  of  usefulness,  and  will  speedily 
become,  in  the  hands  of  the  great  Master,  an  agency 
for  good  to  an  extent  beyond  all  present  appreciation 
by  the  Christian  Church." 


11. 


HISTORY  AND  PROGRESS. 


HE  history  of  Sabbath-schools  is  nearly  al- 
lied to  the  onward  progress  of  the  Church 
of  God  in  the  earth.  In  all  ages,  whenever . 
pure  religion  has  been  revived,  it  would  seem  that 
especial  attention  has  always  been  given  to  the  early 
religious  instruction  and  training  of  children  and 
youth  by  the  Church  of  God  ;  and  herein  lies  the 
grand  Sunday-school  idea.  Says  a  Scotch  divine  : 
"Vital  religion,  and  the  godly  upbringing  of  the 
young,  have  ever  gone  hand  in  hand."  The  soul  is 
diseased,  and  a  Bible  education  is  the  only  remedy. 
In  that  wonderful  Book,  which  extends  its  record 
over  the  long  period  of  four  thousand  years  of  this 
world's  history,  there  is  throughout  a  wonderful  re- 
gard for  children.  Of  the  patriarch  Abraham,  nearly 
four  thousand  years  ago,  it  is  written  :  "  For  I  know 
him,  that  he  will  command  his  children  and  his 
household  after  him,  and  they  shall  keep  the  way 
of  the  Lord."  Gen.  xviii.  19.  With  what  wonderful 
power  does  the  history  of  the  childhood  of  Joseph, 
and  Moses,  and  David,  and  Samuel,  and  Daniel,  illus- 
10 


HIS  TOR  r  AND  PR  O  GRESS.  1 1 

trate  the  value  of  the  instruction  and  religious  train- 
ing of  children. 

When  Moses,  the  great  lawgiver  of  Israel,  received 
the  law  amid  the  thunderings  and  lightnings  and 
earthquakes  of  Mount  Sinai,  he  called  "All  Israel" 
together  (Deut.  v.  i),  and  by  divine  direction  his 
words  were  (Deut.  vi.  6)  :  "  Hear,  O  Isi'ael^  .... 
These  words,  which  I  command  thee  this  day,  shall 
be  (i)  in  thine  heart:  and  (2)  thou  shalt  teach  them 
diligently  unto  thy  children,"  etc.,  i.  e.^  the  Churches 
children  —  not  parents  exclusive,  but  inclusive  of 
course.  "  Israel,"  that  was  called  upon  by  Moses, 
was  the  Church  of  God  upon  earth,  and  it  is  her  ex- 
press duty  to  the  end  of  time  to  see  that  all  her 
children  shall  be  "  taught  of  the  Lord."  It  is  true  that 
parents  are  the  divinely-appointed  guardians  and  in- 
structors of  their  children,  and  this  obligation  rests 
upon  them  ;  and  yet  they  are,  alas  !  too  often  incapa- 
ble of  the  religious  instruction  of  their  own  children 
or  of  any  other,  besides  being  often  indiflerent ;  and 
the  Church  of  God,  by  her  catechetical  or  Sabbath- 
school  instruction,  has  always  had,  and  probably  will 
always  have,  to  supply  the  lack  of  unfaithful  parents. 
There  is  no  agency  which  so  supplies  the  lack  of 
mothers  as  a  good  Sabbath-school. 

Thus  we  find  in  Deuteronomy,  nearly  four  thou- 
sand years  ago,  the  great  Sabbath-school  principle 
foreshadowed  and  embodied  ;  and  where,  we  may 
ask,  can  be  found  in  all  the  Bible  a  more  definite 
authorization  or  divine  appointmeiit  for  any  of  the 


12  HISTORY  AND  PROGRESS. 

great  denominational  Christian  Churches  which  now 
so  bless  our  land  than  is  here  found  for  the  Sabbath- 
school?  It  is  ordained  and  blessed  of  God.  The 
Sabbath-school  is  simply  the  Church  of  Christ 
putting  forth  its  legitimate  eflbrt  in  its  most  inviting 
field  of  action.  It  is  the  regular  systematic  working 
department  of  the  Christian  Church — not  an  outside 
auxiliary,  but  an  Inside, — the  Church  itself  in  action  ; 
and  as  such  let  it  be  carefully  guarded  and  cherished. 
The  same  Divine  lips  which  said  "  Go  preach,"  said 
also  and  equally  to  his  disciples,  "  Go  teacJiT  Says 
the  Rev.  J.  H.  Vincent ;  "  There  is  just  as  much  divine 
authority  for  the  Sabbath-school  as  there  Is  for  the 
sanctuary — no  more."  Our  Divine  Lord  and  Master 
himself  repeatedly  astonished  his  own  disciples  by 
his  particular  notice  of  and  care  for  little  children, 
and  with  sore  displeasure  he  rebuked  his  followers 
for  hindering  them  from  being  brought  to  him. 

It  was  not  until  nearly  the  close  of  the  second  cen- 
tury, or,  according  to  Tertulllan,  in  the  year  A.  D. 
1 80,  that  the  Christian  Cliurch  felt  compelled.  In 
order  to  check  the  defection  of  heathen  converts,  to 
set  about  the  establishment  of  those  celebrated  cate- 
chumenical  schools,  of  which  Origen  was  one  of  the 
catechists,  for  the  systematic  religious  instruction  by 
the  Church  of  Christ  of  the  children  and  youth. 

So  useful  and  necessary,  however,  did  this  work 
prove  Itself  to  be,  that  very  soon  similar  schools  were 
universally  established.  They  continued  to  flourish 
until  near  the  close  of  the  sixth  century,  when  they 


HISTORY  AND  PROGRESS.  13 

declined  and  became  obscured  for  ten  long  centuries 
in  the  gloom  of  the  Dark  Ages,  with  only  an  occa- 
sional prince,  or  pastor,  or  layman  in  the  spirit  of 
the  Master,  to  teach  the  children  the  way  of  life. 

In  the  sixteenth  century,  however,  on  the  dawn 
of  the  Reformation,  Martin  Luther  established  his 
celebrated  Sunday-schools  at  Wittemberg  in  the  year 
1527  ;  and  soon  after  John  Knox  inaugurated  the 
Sunday-schools  of  Scotland,  "  with  readers,"  as  the 
history  of  Scotland  informs  us,  in  1560;  so  that  on 
the  incoming  of  the  Reformation  the  children  were 
again  "  taught  of  the  Lord."  In  the  year  1580,  Bor- 
romeo,  the  pious  Archbishop  of  Milan,  established  a 
system  of  Sunday-schools  throughout  his  large  diocese 
in  Lombardy. 

In  our  own  land  our  Pilgrim  Fathers  early  entered 
upon  the  work  ;  for  Ellis,  in  his  History  of  Roxbury, 
Massachusetts,  says:  "In  1674,  6th  nth  month,  is 
the  first  record  of  a  Sabbath-school."  The  records 
of  the  Pilgrim  Church  in  Plymouth,  Massachusetts, 
inform  us  that  a  Sabbath-school  was  there  organized 
as  early  as  in  1680.  Joseph  Alleine,  the  author  of 
the  "  Alarm  to  the  Unconverted,"  opened  a  Sabbath- 
school  in  England  in  1688,  and  many  others  might 
be  mentioned  in  both  countries  in  succession.  But 
the  first  Sabbath-school  of  which  we  have  any  authen- 
tic^ definite^  and  detailed  account,  extending  over  a 
period  of  a  quarter  of  a  century,  was  that  established 
by  Ludwig  Hacker  in  Ephratah,  Lancaster  county, 
Pennsylvania,  as  early  as  the  year  1747.      It  was 


14  HISTORY  AND  PROGRESS. 

continued  uninterruptedly  during  a  period  of  more 
than  thirty  years,  until  the  building  was  taken  for  a 
soldiers'  hospital  in  the  time  of  the  Revolutionary 
War.  It  enjoyed  precious  seasons  of  revival,  and  had 
its  children's  meetings,  and  we  are  informed  that 
many  children  were  hopefully  converted  to  God.  We 
have  before  us  a  long  letter  from  Dr.  Fahnestock  to 
the  Rev.  W.  T.  Brantley,  D.  D.,  of  Philadelphia,  writ- 
ten in  1835,  detailing  many  interesting  facts  con- 
nected with  the  history  of  this  Sabbath-school,  drawn 
from  living  pupils  and  records. 

Robert  Raikes  instituted  not  only,  but  orgaiiized^ 
the  SYSTEM  of  Sabbath-schools,  and  popularized  them 
in  England,  in  Gloucester,  in  February,  1781.  All 
benevolence  was  single-handed  until  such  men  as 
Robert  Raikes  and  William  Wilberforce  organized 
it,  and  sent  it  forth  systematized  on  its  errand  of  love, 
mercy  and  salvation  throughout  the  world.  Before 
this,  as  we  have  seen,  there  were  isolated  occasional 
Sabbath-schools,  but  their  influence  was  confined 
mainly  to  one  city,  one  town,  or  one  church,  and 
expired  with  an  individual.  But  Robert  Raikes 
"  founded  Sabbath-schools  for  the  Church  universal." 
John  Wesley  preached  and  orga?iized.  George 
Whitefield  preached,  and  did  not  organize.  Robert 
Raikes  07'ganized  Sabbath-schools,  but  his  predeces- 
sors did  not  do  so.  And  v^e  can  in  both  cases  see  the 
important  difference.  Within  the  short  space  of  four 
3^ears  from  the  period  when  Mr.  Raikes  established 
his  first  Sabbath-school  in  Gloucester,  England,  mc  re 


HISTORY  AND  PROGRESS,  15 

than  one-quarter  of  a  million  of  children  in  England 
were  enjoying  the  blessing  of  Sabbath-school  instruc- 
tion.    All  honor,  then,  to  Robert  Raikes  ! 

To  Bishop  Ashbury  appears  to  belong  the  honor 
of  first  introducing  Robert  Raikes's  idea  of  Sabbath- 
schools  into  this  country,  in  Virginia  in  1786.  How 
long  the  school  was  continued,  or  what  was  its  in- 
fluence in  Virginia,  we  are  unable  to  state. 

The  first  "  Sunday-school  Society"  was  formed 
in  London,  September  7,  1785.  This  was  on  the 
system  of  paid  teachers,  but  when  the  plan  of  volun- 
tary, unpaid  teachers  had  become  established,  this 
society  gave  place  to  the  present  "  London  Sunday- 
School  Union,"  which  was  organized  to  meet  this 
change  on  the  13th  of  July,  1803.  Both  of  these 
societies  were  formed  on  the  union  plan,  including 
the  various  denominations,  the  first  including  an 
equal  number  of  Churchmen  and  Dissenters  in  its 
management. 

The  First-day  or  Sunday-School  Society  in  Philadel- 
phia was  organized  in  179I)  ^nd  Bishop  White  was 
its  first  president. 

We  learn  from  a  carefully  prepared  editorial  in 
the  first  volume  of  the  "  Sunday-School  Teacher's 
Magazine  and  Journal  of  Education,"  published  in 
New  York,  1823,  that  after  a  careful  personal  inter- 
view of  the  editor  with  the  parties,  he  had  been  en- 
abled to  ascertain  the  precise  time  and  the  circum- 
stances under  which  the  first  Sabbath-school  was 
commenced   in   New  York   city.       Mr.    and   Mrs. 


1 6  HISTORY  AND  PROGRESS. 

Divie  Bethune  had  spent  part  of  the  years  1801  and 
1802  in  England,  where  they  had  observed  the  pro- 
gress of  Sunday-schools  in  Great  Britain ;  and  on 
their  return,  in  connection  with  their  pious  mother, 
the  late  Mrs.  Isabella  Graham,  they  arranged  their 
plans,  and  "  in  the  autumn  of  1803  these  three  Chris- 
tian philanthropists  opened  the  first  Sunda3^-school 
in  New  York  for  religious  and  catechetical  purposes, 
at  their  own  expense,  at  the  house  of  Mrs.  Leech,  in 
Mott  street."  Mrs.  Graham  and  Mr.  and  Mrs.  Be- 
thune then  established  two  other  Sabbath-schools  in 
other  parts  of  the  city,  and  soon  after  one  for  the 
children  in  the  alms-house  in  New  York.  It  is  to 
the  same  source,  too,  that  adult  schools  owe  their 
commencement  in  this  country,  or  at  least  in  New 
York.  Mrs.  Graham,  it  is  stated,  opened  the  first 
adult  school  in  Greenwich,  in  1814,  on  the  second 
Sabbath  in  June,  only  about  two  months  before  her 
death.  We  are  thus  particular  to  state  these  facts, 
for  we  are  aware  that  a  later  date  has  been  insisted 
upon  for  the  inauguration  of  the  first  Sunday-school 
of  New  York. 

Samuel  Slater  opened  a  school  for  his  operatives 
in  Pawtucket,  Rhode  Island,  in  1797.  The  Broad- 
way Baptist  Sabbath-school,  in  Baltimore,  was  es- 
tablished in  1804,  and  it  is  said  to  be  still  in  opera- 
tion. Mrs.  Amos  Tappan  (Miss  Buckminster) 
opened  a  Sabbath-school  in  Portsmouth,  New  Hamp- 
shire, in  1803.  We  do  not  learn  that  the  Churches 
and  organized  Christian  bodies  took  hold  of  the  Sab- 


HISTORY  AND  PROGRESS.  17 

bath-school  movement  in  this  country,  so  as  to  fro^ 
dace  permanent  and  efficient  action^  until  1809,  when 
we  find  an  elaborate  constitution  and  plan  of  action 
from  Pittsburgh,  Pennsylvania.  In  18 10  a  Sabbath- 
school  was  organized  in  Beverly,  Massachusetts,  and 
in  Boston  in  181 2.  Soon  after  this  there  began  to 
be  a  more  general  and  awakened  interest  in  the 
Churches  in  behalf  of  Sabbath-schools,  and  the  years 
1814,  1815,  and  1816  were  years  of  most  triumphant 
progress,  so  that  in  181 7  Sunday-schools  were  or- 
ganized in  most  of  our  flourishing  churches  and 
Christian  communities  throughout  this  country. 

Early  in  1816  the  New  York  Sunday-School  Union 
was  established,  and  is  the  first  and  oldest  Union  in 
our  laud,  having  just  celebrated  its  semi-centennial. 
The  American  Sunday-School  Union  was  organized 
in  1824,  to  provide  a  juvenile  Christian  literature 
(and  from  whence  our  public  school  district  libraries 
borrowed  their  first  idea)  and  to  plant  a  Sunday-school 
wherever  there  is  a  population. 

Surely,  If  any  work  in  our  land  needs  to  be  has- 
tened, it  is  that  of  the  religious  instruction  of  the 
neglected  children  and  youth  of  this  nation  by  means 
of  Sabbath-schools.  Not  to  mention  the  various 
modern  denominational  movements,  the  above  we 
believe  to  be  a  correct  history  of  the  Sunday-school 
progress,  and  we  suppose  it  to  be  sufficiently  full  for 
practical  purposes  in  this  work.  We  have  ample 
materials  on  this  subject  to  fill  a  large  volume,  but 
this  may  here  suffice. 

2*  B 


1 8  HIS  TORT  AND  PROGRESS. 

There  are  other  questions,  however,  which  ought 
to  be  here  recorded  in  connection  with  the  progress 
of  the  cause.  In  Great  Britain  the  work  is  em- 
barrassed from  the  fact  that  as  a  general  rule  only  the 
children  of  the  poor  and  middle  classes  attend  their 
Sabbath-schools.  In  the  early  stages  of  the  Sabbath- 
school  movement  in  this  country  the  same  custom 
prevailed  here,  and  it  is  certainly  worthy  of  record 
by  what  means  the  change  was  effected. 

Several  years  ago,  while  in  attendance  upon  a 
Sunday-school  meeting,  the  writer  of  this  enjoyed  a 
lengthened  interview  with  the  late  Rev.  Dr.  Lyman 
Beecher,  then  in  his  prime.  Our  conversation  turned 
upon  that  unfortunate  feature  of  the  cause  in  Eng- 
land which  virtually  excluded  all  the  better-to-do 
children  of  that  country.  Dr.  Beecher's  eye  lit  up 
at  once,  and  with  great  animation,  as  he  said  to  me : 
"  It  was  the  same  here  at  first,  and  I  do  not  know 
but  I  had  an  important  hand  in  producing  the  change. 
I  saw  the  tendency  of  things,  and  feared  that  our 
Sunday-schools  would  result  in  a  failure  if  only  the 
poor  children  gained  the  benefit  of  them  in  this  land, 
and  it  troubled  me  for  some  year  or  two.  At  last,'* 
said  he,  energetically,  "  I  resolved  to  overthrow  that 
system,  and  went  and  called  upon  Judge  W.,  one 
of  my  most  influential  families,  and  said,  'Judge 
W ,  I  want  you  to  bring  your  children  to  Sun- 
day-school next  Sabbath.'  ^  Mel^  exclaimed  the 
Judge  in  amazement.  'Yes,  you,'  calmly  re- 
sponded Dr.  Beecher :  '  I  have  made  up  my  mind  *^o 


HISTORY  AND  PROGRESS.  19 

take  my  children^  and  I  want  you  and  a  few  others 
of  the  best  families  to  popularize  the  thing.'  A  little 
explanation  secured  the  object.  He  then  called  upon 
Mrs.  S ,  the  most  aristocratic  lady  in  the  com- 
munity, and  said,  '  Mrs.  S I  want  you  to  lead 

your  two  daughters  into   our   Sunday-school   next 

Sabbath  ;'  and,  said  the  Doctor,  '  Mrs.  S almost 

shouted  in  astonishment ;'  but  a  more  particular  and 

careful  explanation  than  sufficed  with  Judge  W 

succeeded  here  ;  and  then  the  family  of  the  first  phy- 
sician was  in  like  manner  secured,  and  we  all  turned 
our  labor  and  influence  on  the  Sunday-school  move- 
ment, and  it  gave  an  unheard-of  impetus  to  our  Sun- 
day-school, and  by  means  of  the  press  and  by  letters 
and  personal  conversation  the  facts  became  known 
and  met  with  almost  universal  approval  and  adop- 
tion in  our  country,  and  the  reform  soon  became 
complete."  Blessings,  a  thousand  blessings  rest  upon 
the  memory  of  the  man,  or  the  men  and  women,  who 
aided  to  bring  about  this  glorious  change  in  this 
land! 

The  law  of  progress  is  very  noticeable  in  the  teach- 
ing of  the  Sabbath-school.  Robert  Raikes's  first  idea 
was  scarcely  more  than  to  keep  the  children  out  of 
the  streets  and  to  protect  the  Sabbath.  Then  the 
children  were  taught  to  read  and  write.  After  that 
a  great  advance  was  made  by  the  introduction  of 
the  Bible  as  the  reading-book  ;  the  next  step  was  to 
commit  the  Bible  to  memory  ;  and  then  the  Christian 
Churches  took  hold  of  the  Sabbath-school. 


20  HISTORY  AND  PROGRESS, 

For  awhile  Afemo7y  was  crowded  to  its  utmost  ex- 
tent, to  the  injury  of  the  scholar,  and  mere  memoriz- 
ing became  the  hobby  in  most  of  our  schools.    After 
a   while    the    physicians    checked    this,    by   telling 
us  that  by  crowding  the  memory  we  were  develop- 
ing a  new  disease    amongst  children,  viz..  Hydro- 
cephalus, or  water  on  the  brain.    Then  our  schools 
were  in  trouble,  and  resort  was  had  to  question-cards, 
and  finally  question-books  became  the  hobby.     In  a 
few  years  question-books  began  to  be  stale  and  mo- 
notonous, and  we  appealed  to  the  imagination  and 
resorted  to  stories  and  anecdotes  until  they  wearied, 
and  then  we  searched  commentaries,  and  theology 
was  administered  to  the  children  in  large  doses.    After 
that  what  was  called  spiritual  teaching  was  adopted, 
but  that  soon   degenerated   into    mere   exhortation. 
Now  we  find  that  we  must  comprehensively  grasp 
and  rightly  use  them  all,  and  make  a  hobby  of  none. 
The  7nemory  is  the  grand  store-house  of  the  mind, 
and  it  should  be  well  filled ;  but  it  is  folly  to  over- 
stock it  and  overwhelm  the  brain.    The  hiiagination 
is  God's  grand  medium  of  worship  and  communion 
with  him  and  the  spiritual  world.     We  cannot  wor- 
ship God  without  it.     Let  us  not  exorcise  it  because 
some  abuse  it,      "  The  imagination  has  the  same 
place  in  the  faculties  that  the  eye  has  among  the 
senses.'       The   i7itellect  is  God's  great  gift  which 
distinguishes  man   from   the  brute.      Let  us  never 
worship  nor  pervert  it.     The  heart  is  the  soul  of 
man.     To  save  it  the  Son  of  man  came  down  from 


HISTORY  AND  PROGRESS.  21 

heaven  to  earth.    Unless  the  heart  is  gained  all  is  lost ; 
but  if  we  appeal  to  the  heart  alone,  we  but  develop 
the  puny  Christian.     Let  us,  therefore,  use  all  wisely, 
but  misuse  none.     At  first  the  aim  of  Sabbath-school 
teaching  was  very  feeble  and  indefinite  :  to  keep  the 
children  out  of  mischief — teach  them  to  read  the  Bible 
— correct  their  manners  and  make  them  good  children 
— not  profane  and  disobedient.     Then  the  aim  was  to 
give  them  a  general  knowledge  of  Bible  history  and 
catechism.      The  ablest  early  Sabbath-school  works 
published  under  the  patronage  of  the  Queen  of  Eng- 
land did  not  even  hint  at  the  possible  conversion  of 
the  children.     The  Bible  was  long  introduced  as  a 
book  of  task  lessons  to  the  young,  and  catechism  and 
hymn  learning  engrossed  our  Bible  classes.     Now, 
the  Bible  is  exalted,  and  so  applied  in  our  Sabbath- 
schools  as  to  be  the  most  attractive  of  all  books  to 
the  children  and  youth.     Now,  the  aim  of  Sabbath- 
school  teaching  is,  or  ought  to  be,  the  immediate  con- 
version of  the  children  to  Christ.    It  is  a  poor  excuse 
to  suffer  a  child  to  drown  because  we  have  but  one 
opportunity    of  saving   it.       Now^    many   Sabbath- 
school  teachers  have  learned  the  great  and  precious 
art  of  leading  even  little  children  to  Jesus — "Just 
now." 

Sabbath-schools  are,  as  we  believe,  about  to  enter 
upon  a  great  and  glorious  career,  compared  with 
which  all  the  past  history  of  the  cause  is  but  as  the 
early  dawn  before  a  bright  and  glorious  day  ;  and  this 
era  is  the  culture  and  training  by  the  word  and  grace 


22  HISTORY  AND  PROGRESS. 

of  God  of  all  that  constitutes  the  best  style  of  man 
and  Christian  ;  for  we  hold  it  to  be  the  true  teacher's 
position  that  there  is  no  weakness  or  infirmity  of  tem- 
per, habit,  purpose,  or  character  in  any  of  our  pupils 
that  the  Sabbath-school,  with  its  divine  text-book  and 
the  promised  Spirit  of  God,  is  not  perfectly  competent 
to  remove.  Let  this  be  our  standard,  and  according 
to  our  faith  be  it  unto  us.  May  the  great  Master  so 
bless  and  prosper  this  heaven-born  institution  that 
speedily  '"  our  children  may  all  be  taught  of  the 
Lord,  and  that  great  may  be  the  peace  of  our 
children." 


III.   • 

CONVENTIONS. 


^HE  object  of  these  gatherings  is  to  arouse, 
to  instruct,  and  to  train,  i.  To  explore  the 
districts,  report  the  destitutions,  and  devise 
the  best  ways  of  filHng  up  existing  scliools,  of  plant- 
ing new  schools,  and  reaching,  if  possible,  every 
neglected  child.  2.  To  call  attention  to  the  bad  or 
inefficient  habits  in  the  modes  of  conducting  and 
teaching  in  our  Sabbath-schools,  and  to  suggest  a 
remedy  by  detailing  the  more  excellent  ways.  3.  To 
instruct  and  train  teachers  how  they  may  prepare 
and  teach  the  lesson  better,  and  how  they  can  be- 
come better  acquainted  with  children's  character, 
language,  and  feelings.  It  is  of  prime  importance 
that  there  should  be  frequent  and  earnest  conferences 
of  pastors,  superintendents,  and  teachers,  in  order  to 
become  acquainted  with  all  the  best  modes  and  real 
improvements  that  the  most  favored  enjoy.  A  quar- 
ter of  a  century  or  more  ago,  county  Sunday-school 
conventions  and  anniversaries  were  frequently  held, 
but  they  were  usually  crowded  into  a  single  after- 
noon, giving  the  Bible  Society  the  morning  and  the 

23 


24  CONVENTIONS. 

Temperance  Union  the  evening  of  the  day.  The 
time  was  insufficient  to  examine  the  state  of  the 
cause,  or  the  schools,  with  much  care,  although  the 
meetings  were  uniformly  pleasant,  and  sometimes  of 
considerable  interest ;  yet  their  influence  was  quite 
limited  and  evanescent. 

It  was  during  the  early  autumn  of  1856  that  the 
good  Spirit  prompted  the  Sabbath-school  teachers 
of  Massachusetts,  one  thousand  strong,  to  pay  a  visit 
to  the  Crystal  Palace  and  the  Sabbath-school  teachers 
of  New  York.  They  were  received  with  great  cor- 
diality, and  mingled  delightfully  with  the  Sabbath- 
school  teachers  of  New  York  and  Brooklyn  during 
two  or  three  days,  closing  with  a  grand  Farewell 
Meeting  in  Plymouth  Church,  Brooklyn.  This  re- 
ligious festival  afforded  a  good  opportunity  for  the 
Sabbath-school  laborers  from  the  various  sections  of 
the  country  to  compare  views  and  converse  freely 
about  all  departments  of  the  good  work.  All  this 
proved  to  be  interesting  and  profitable  beyond  all 
expectation,  and  the  result  was,  there  arose  a  very 
general  desire  to  renew  these  prolonged  conferences 
of  teachers,  under  other  forms,  as  soon  as  practi- 
cable. 

Accordingly,  Massachusetts  called  a  three-days 
State  Sabbath-school  Convention,  in  the  city  of  Bos- 
ton, later  in  the  fall  of  the  same  year ;  and  New 
York  held  its  first  State  Sabbath-school  Convention, 
of  three  days,  in  the  city  of  Albany,  in  the  month  of 
January,  1857.      Both  conventions  were  enthusiastic 


CONVENTIONS.  25 

and  useful,  and  those  States  have  continued  these 
meetings  annually  since  that  period  ;  and  most  of 
the  Northern  States,  and  some  of  the  Southern 
States,  have  followed  the  good  example,  with  the 
most  beneficial  results.  They  have  awakened  much 
interest  and  aroused  the  people  everywhere.  Be- 
side the  State  meetings,  County  and  Town  Sunday- 
school  Conventions  have  been  organized  quite  exten- 
sively, combining  counsels  and  efforts  in  all  direc- 
tions. The  States  appointed  County  Secretaries  or 
Vice-Presidents,  and  counties  gave  the  same  office 
to  the  towns,  forming  a  medium  of  union  and  com- 
munication, exploration  and  effort  throughout. 

These  conventions  are  very  useful ;  but  care  must 
be  taken  or  they  will  degenerate  into  dull,  heavy 
routine,  or  wordy  discussions,  or  tedious  essays,  or 
mere  story-telling,  or  a  waste  of  time  in  organizing. 

The  whole  value  of  Sunday-school  conventions 
depends,  of  course,  upon  the  manner  in  which  they 
are  conducted.  Like  the  teaching  by  a  wrong  mode, 
they  can  be  made  profoundly  wearisome,  when  they 
should  always  be  made  profoundly  interesting  and 
profitable.  Let  the  convention  be  called  with  great 
CARE  and  EFFORT.  Let  the  call  always  proceed 
from  the  right  source.  Consider  well  as  to  the  right 
time  and  the  right  place.  Then  first  carefully  coun- 
sel with  the  leading  pastors  and  superintendents  of 
the  various  denominations,  so  that  they  may  under- 
stand it  and  arrange 'for  it.  Get  a  pastor  to  speak 
particularly  and  personally  beforehand  to  three  or 
3 


26  CONVENTIONS, 

four  of  his  most  active,  influential  ladies,  asking 
them  to  notify  other  families  and  arrange  so  as  to 
favor  the  convention.  Take  the  same  course  with  the 
men  ;  for  we  must  have  much  personal  effort  in  get- 
ting it  up.  Let  the  call  state  distinctly  the  object, 
and,  as  far  as  may  be,  the  order  of  the  meetings, 
and  send  it  out  as  early  as  three  or  four  weeks  before 
the  meeting,  to  all,  and  with  particular  care.  Do  not 
depend  upon  newspaper  advertisements  to  give  no- 
tice. Get  as  many  pastors,  superintendents,  and 
teachers  as  possible  to  pledge  a  constant  attendance 
at  every  meeting  and  be  ready  to  aid  at  all  times. 
Secure  a  light,  cheerful,  comfortable  room.  Place  a 
large,  clean  black-board,  with  crayons  and  rubber, 
on  the  platform,  together  with  a  supply  of  paper  and 
pencils  for  taking  notes.  Appoint  a  good  leader  of 
singing.  Meet  promptly,  and  commence  the  meeting 
punctually,  although  but  few  may  be  present.  Let 
the  first  half-hour  be  one  of  warm,  earnest  devotion. 
Have  some  appropriate,  burning  words  of  Scripture 
■ — two  or  three  verses — ready  to  kindle  and  glow  in 
every  heart.  The  prayers  and  hymns  should  all  be 
brief  and  directly  to  the  point  of  seeking  the  bless- 
ing of  God,  without  which  all  the  efforts  will  be 
vain.  Without  God  we  can  do  nothing.  Next  call 
to  order  naturally,  and  waste  not  a  moment  of 
time  in  a  simple  organization.  Have  an  understand- 
ing beforehand  and  call  a  good,  influential  man, 
fitted  to  preside,  to  the  chair,  and  appoint  a  suitable 
Secretary,    and,    perhaps,    a    Business    Committee. 


CONVENTIONS.  27 

Then  enter  earnestly  into  the  work  before  you. 
Wait  not  a  moment  for  the  business  committee  to 
report,  but  let  the  chairman  call  for  reports  from 
some  section  as  to  the  state  and  prospects  of  Sab- 
bath-schools. Gather  information,  and  let  that  in- 
formation be  the  basts  of  systematic  action. 

The  missionary  and  aggressive  feature  should  first 
claim  attention.  Care  must  be  taken  that  unimpor- 
tant routine  of  particular  schools  does  not  clog  the 
convention.  If  in  a  State  gathering,  you  can  hardly 
have  time  to  hear  reports  except  from  counties.  If 
a  county  meeting,  hear  from  towns  ;  and  if  in  a 
town  gathering,  you  can  descend  and  hear  suggestive 
reports  from  schools,  leading  to  right  action.  In 
other  conventions,  references  to  individual  schools 
must  be  mostly  in  the  way  of  some  spirited  illustra- 
tion. Get  a  bird's-eye  view  of  your  whole  field,  and 
then  detail  the  best  plans  of  meeting  deficiencies,  so 
as  to  reach  effectually  the  whole  outlying  population, 
either  by  voluntary  effort,  or  by  Sabbath-school  mis- 
sionaries, in  filling  up  existing  schools  and  planting 
others  as  needed.  After  a  thorough  canvass  of  your 
whole  field,  then  inquire  what  are  the  great  wants 
and  difficulties  in  our  present  Sabbath-school  opera- 
tions ?  and  how  can  we  best  remove  them  and  intro- 
duce all  the  real  modern  improvements  ? 

Descend  next  to  details  as  to  organization,  good 
records,  the  library,  superintendents,  teachers,  and 
how  to  get  them  and  train  them  so  as  to  be  efficient ; 
good  order,  music,  prayers,  and  good  teaching  in  the 


28  CONVENTIONS. 

Infant,  Scripture,  and  Bible  classes,  with  such  helps 
as  the  black-board,  object-lessons,  map-drawing, 
Bible  geography,  and  history ;  teachers'  meetings, 
and  how  successfully  and  profitably  to  conduct  them  ; 
missionary  meetings,  monthly  concerts  of  prayer, 
temperance  meetings,  social  gatherings,  mothers' 
meetings  in  mission  schools,  and  especially  chil- 
dren's prayer-meetings ;  addresses,  reviews,  cate- 
chisms, &c.,  may  all  be  considered. 

Then  again  we  want  help  for  the  teacher ;  how  to 
teach,  with  examples  of  various  modes  ;  illustrative 
teaching,  pictorial  teaching ;  on  the  art  of  securing 
attention,  and  on  the  art  of  questioning ;  visiting, 
conversions,  and  training  for  Christian  work  and 
usefulness ;  how  to  enlist  the  Church,  the  parents, 
and  the  community,  the  pastors  and  church  officers, 
in  this  great  work.  These  and  other  subjects  should 
be  brought  up,  not  for  indefinite  discussion  and  de- 
bate, but  for  careful  information,  deliberate  thought, 
and  suggestions  resulting  from  observation  and  ma- 
ture experience. 

Let  all  things  be  so  arranged  that  one  topic  will 
naturally  flow  into  and  call  up  another ;  and  what 
3^ou  touch,  handle  well.  If  one  subject  is  brought 
up,  and  no  one  is  ready  to  take  it  up,  pass  on  to  an- 
other, until  you  come  to  one  upon  which  some  person 
has  a  question  to  raise,  or  a  suggestion  or  informa- 
tion to  ofier,  or  an  experience  to  refer  to  about  it. 
Waste  not  a  moment  of  time  in  pointless  and  prosy 
harangues.    A  good  time  merely,  pleasant  anecdotes, 


CONVENTIONS.  29 

or  touching  recitals  of  dying  children,  or  sharp  dis- 
cussions, are  not  sufficient  to  constitute  a  good  vSab- 
bath-school  convention.  The  great  idea  of  Sabbath- 
schools,  be  it  never  forgotten,  is  not  singing,  or  ex- 
hibitions, or  addresses,  or  concerts.  It  is  to  meet 
together  for  the  saving  v^orship  of  God,  in  the 
thoughtful  study  of  his  Holy  Word,  in  the  singing 
of  his  praise,  and  in  solemn,  believing  prayer, 
through  our  Lord  Jesus  Christ.  These  are^the  high 
and  holy  objects  to  which  all  our  conventions  should 
contribute. 

An  important  National  Sabbath-school  Conven- 
tion was  held  in  Philadelphia  in  the  year  1859,  ^^^*^^ 
this  gave  an  additional  impulse  to  the  cause.  It  was, 
however,  during  the  years  1863  and  1864,  that  it  was 
observed  that  these  interesting  Sabbath-school  con- 
ventions were  in  danger  of  losing  their  powxr.  They 
had  fallen  into  a  sort  of  routine,  and  had  begun  to  be 
monotonous  and  stale  to  the  regular  attendants,  be- 
cause they  were  not  sufficiently  practical  and  profit- 
able. The  questions  were,  therefore,  forced  upon 
us,  What  must  be  done?  What  does  the  present 
crisis  of  the  cause  demand?  How  can  our  great 
gatherings  be  made  more  useful?  Deliberation  and 
counsel  brought  the  answer :  "  We  need  more  i7i- 
structiojzy  Teachers  need  training.  They  need  to 
be  taught  how  to  prepare  the  lesson  ;  how  to  secure 
attention  ;  how  to  teach  infants,  juveniles,  and  adults  ; 
how  to  apply  Bible  truths.  Superintendents  need  in- 
struction how  to  gain  order ;  how  to  organize  and 
3* 


30  CONVENTIONS. 

classify;  how  to  open,  conduct,  and  address  and  re- 
view the  school ;  how  to  train  the  teachers  and  en- 
list the  interest  and  service  of  parents,  pastors,  and 
the  churches.  All  need  inspiring  with  the  spirit 
that  will  go  forth  and  plant  new  schools,  and 
gather  in  and  secure  a  good  religious  education  to 
every  child  in  the  community.  In  the  way  of  ac- 
complishment of  these  grand  results  the  obstacles 
were  foreseen — such  as  prosy  essays,  tedious  discus- 
sions, formal  addresses  or  sermons,  which  general- 
ized everything  and  rendered  it  nought.  On  the 
other  hand,  we  found  a  surfeit  of  touching  little  sto- 
ries and  old  anecdotes,  and  it  became  necessary  to 
strike  out  boldly  for  a  reformation  and  an  entire 
change  of  base  in  our  plan  of  operations.  Accord- 
ingly resort  was  had  to  what  are  called  Sunday-school 
Institutes. 


IV. 

INSTITUTES. 


HEY  have  grown  out  of  the  idea  of  the  Pub- 
lic-school Teachers'  Institutes,  which  have 
been  sustained  for  many  years  with  interest 
and  profit,  the  expenses  being  cheerfully  met  out  of 
the  State  Treasury.  Our  Sabbath-school  Institutes 
are  modeled  somewhat  on  the  same  plan.  The  ob- 
ject is,  by  means  of  practical  essays,  model  lessons, 
lectures,  and  drill  exercises,  to  train  the  teachers  and 
officers  for  their  work.  Institutes  differ  from  other 
conventions  in  calling  out  the  audience  in  responses, 
recapitulations,  and  more  detailed  instruction.  They 
will  take  their  character  very  much  from  the  charac- 
ter and  course  pursued  by  the  conductor.  No  two 
persons,  perhaps,  would  conduct  them  alike.  For 
instance,  one  man  would  give  more  attention  to  super- 
intending, addresses,  public  exercises,  singing,  etc. 
Another  to  the  blackboard,  object  teaching,  and 
sacred  geography ;  while  another  still,  would  give 
more  attention  to  methods  of  teaching,  teachers' 
meetings,  normal  classes,  model  lessons,  etc.  We 
would  prefer  to  combine  all  these  things  in  their 

31 


32  INSTITUTES. 

due  proportion,  In  every  Institute,  and  make  as  com- 
plete and  clear  work  on  every  point  as  possible.  The 
great  object  is  to  make  them  ztseful.  If  this  is 
secured,  they  will  be  all  the  more  Interesting.  There 
are  two  great  subjects  which  should  always  be  before 
ever}^  Institute,  as  well  as  every  convention,  viz., 
I.  The  extension  of  Sabbath-schools,  so  as  to  reach 
all  of  the  neglected  ;  2.  The  elevation  and  improve- 
ment of  existing  schools  ;  and  they  need  improving, 
if  not  reforming,  in  every  part. 

The  first  idea  of  a  Sabbath-school  Institute  that 
ever  entered  the  mind  of  the  writer  was  suggested 
to  him  by  a  pastor.  Rev.  W.  A.  Nlles,  in  the  State 
Sunday-school  Convention  at  Buffalo,  New  York, 
in  1S64.  An  experiment  was  soon  successfully  made, 
and  since  then  they  have  become  almost  universally 
popular  and  useful.  The  same  thought,  we  have 
since  been  informed,  had  been  considered,  and  Insti- 
tutes held  by  the  Rev.  J.  H.  Vincent,  in  the  Western 
Methodist  Conferences  ;  and  as  long  ago  as  1827,  the 
New  York  Sunday-school  Union,  In  its  Eleventh 
Annual  Report,  particularly  recommended  this  plan 
"  of  a  school  for  the  training  of  Sabbath-school 
teachers." 

The  forms  of  these  Institutes  are  various.  Many 
are  made  up  partly  of  convention  and  partly  of  In- 
stitute exercises.  Ordinarily  two  or  three  days  and 
evenings  are  entirely  devoted  to  one,  by  a  county,  or 
district  comprising  a  dozen  counties.  Another  plan, 
when  held  In  a  city,  is  to  devote  all  the  evenings  and 


INSTITUTES.  33 

a  part  of  the  afternoons  of  a  week  to  It ;  as  in  New 
York  city  last  year,  and  recently  in  Brooklyn  ;  also, 
prefacing  it  with  an  elaborate  sermon  on  the  Sabbath 
evening  previous.  Another  plan  still  is  to  devote  the 
usual  weekly  Teachers'  Meeting  of  a  school  to  a 
regular  normal  class  or  training  Institute.  All  these 
plans  are  useful  in  the  hands  of  a  good  conductor. 

The  Subjects 
for  consideration  in  an  Institute  may  be  suggested  as 
follows : 

1.  How  to  form  new  schools. 

2.  How  best  to  gather  in  the  children. 

3.  Their  conversion  and  culture. 

4.  Organization  and  classification. 

5.  Superintendents'  duties. 

6.  Opening  and  closing  exercises. 

7.  The  library  and  record  books. 

8.  The  Bible  classes. 

9.  The  intermediate  classes. 

10.  The  infant-school. 

11.  Anniversaries  and  concerts. 

12.  Reviews  and  catechisms. 

13.  Children's  prayer-meetings. 

14.  Training  of  converts. 

15.  How  to  teach  ;  with  model  lessons  and  exam- 
ples of  good  modes. 

16.  Illustrative  teaching. 

17.  Object  teaching. 

18.  Pictorial  teaching. 

C 


34  INSTITUTES. 

19.  The  use  of  the  blackboard. 

20.  The  art  of  questioning. 

21.  The  art  of  securing  attention. 

22.  The  preparation  of  the  lesson. 

23.  Teachers'  meetings. 

24.  Sunday-school  music. 

25.  Children's  prayers  and  devotions. 

26.  Map  drawing. 

27.  Bible  geography,  history,  etc. 

28.  Temperance  meetings. 

The  Exercises 
of  an  Institute  may  be — 

1.  Devotional  exercises  for  specific  objects. 

2.  Reports  of  superintendents  and  teachers  as  to 
how  they  do  it,  or  reports  of  the  destitution,  wants, 
or  difficulties. 

3.  Instruction  by  the  conductor  to  meet  the  above 
specific  wants  and  difficulties. 

4.  Questions  by  teachers  and  answers  by  the  con- 
ductor to  meet  the  points  in  the  subject  not  fully  ex- 
plained. 

5.  Preparation  lessons,  practice  lessons,  and  model 
lessons. 

6.  Explanatory  and  instructive  addresses,  lectures 
or  essays. 

7.  Model  Opening  Exercises  and  Teachers'  Meet- 
ings. 

6.  Drill  exercises  on    activity,   curiosity,   inquisi- 


INSTITUTES,  35 

tiveness ;  or  how  to  gain  attention,  how  to  instruct, 
how  to  impress,  etc. 

Every  one  should  take  some  part  in  an  Institute, 
i,  ^.,  take  notes,  ask  or  answer  questions,  or  give  in- 
formation or  lessons.  Let  none  be  mere  spectators. 
Always  have  plenty  of  paper  for  taking  notes,  also 
pencils,  and  provide  a  good  blackboard  and  crayons, 
and  perhaps  a  map,  together  with  a  good  warm, 
light  and  pleasant  room  to  meet  in. 

Get  up  the  Institute  with  care.  Have  it  all  well 
understood,  and  then  talk  about  it,  write  and  print 
about  it,  and  get  teachers  and  pastors  pledged  to  at- 
tend. Pray  much  for  the  Institute,  and  select  the 
best  time,  and  do  all  that  you  undertake  to  do,  tho- 
roughly and  well.  Let  one  subject  naturally  glide 
into  the  succeeding  one.  Waste  no  time  with  out- 
side men  or  topics,  but  adhere  to  your  programme 
religiously.  One  or  two  good  helpers  from  abroad 
are  sufficient,  and  do  not  invite  men  out  of  compli- 
ment. Guard  well  all  denominational  interests  and 
feelings.  Draw  together  in  harmony  and  conciliate. 
Never  become  opinionated  or  dogmatic,  for  the  mo- 
ment we  cease  to  learn,  our  usefulness  will  decline. 
Give  change,  variety  and  life  to  all  the  exercises. 

Finally,  the  spirituality  of  any  Sunday-school 
gathering  must  be  earnestly  sustained,  or  all  will  be 
in  vain.  God  alone  can  make  a  good  superintendent, 
or  a  good  Sabbath-school  teacher.  We  are  as  no- 
thing. The  cause  only  is  great.  Therefore,  with 
the  Word  of  God  in  our  hands,  let  all  things  be 


3^  INSTITUTES. 

done  in  a  sense  of  real  heartfelt  dependence  upon 
God,  and  with  earnest,  believing  supplication  for  the 
Divine  direction  and  blessing. 

Many  of  our  Sabbath-school  Conventions  and  In- 
stitutes are  novs^  very  properly  asssuming  a  mixed 
character,  combining  whatever  is  wanted  of  both,  in 
every  meeting.  We  need  to  arouse,  instruct  and 
train  ;  and  also  to  know  the  details  of  "  how  to  do  it." 
May  the  Master  control  all  these  gatherings  to  His 
glory  and  the  good  of  man  ! 

Hules. 

1.  Draw  out  the  people  to  explain  their  wants, 
experience,  and  difficulties. 

2.  Then  supply  their  wants. 

3.  Get  one  conductor,  pay  his  expenses,  and  as- 
sign him  to  a  good,  quiet,  comfortable  place  of  enter- 
tainment near  the  church. 

4.  Commence  promptly,  and  keep  strict^  to  the 
programme  and  to  time. 

The  following  programme  of  an  Institute  we  think 
most  useful.  It  should  be  sent  out  two  to  four  weeks 
in  advance  of  the  time  of  meeting : 

PROGRAMME. 

Tuesday  Evening: 

7  to  7.30,  Religious  conference  and  prayer  for  the  Insti- 
tute— two  or  three  minute  exercises. 

7.30  to  7.40,  Organization  and  miscellaneous  business. 

7.40  to  8,  Sketch  of  progress  and  present  position  of  the 
Sabbath-schools. 


INSTITUTES,  2>1 

8  to  8.30,  Brief  reports  from  the  counties  or  towns  of  their 
condition  and  destitution. 

8.30  to  9,  Instruction  how  to  reach   the  neglected  with 
schools,  importance  of  illustrations,  etc. 

9  to  9.30,  Review,  with  questions  and  answers. 

Wedtiesday  Morning. 
9  to  9.20,  Devotion — prayer  for  the  schools. 
9.20  to  9.50,  Teachers'  meetings  by  the  Institute;    how 
conducted,  etc. 

9.50  to  10.30,  Review  and  instruction,  by  the  conductor. 
10.30  to  II,  Black-board  and  its  uses,  by  the  Institute. 
II  to  12,  Review  and  instruction,  by  the  conductor. 

Wednesday  Afternoon. 
2  to  2.20,  Devotional :  prayer  for  the  scholars. 
2.20  to  2.40,  Object-teaching,  by  the  Institute. 
2.40  to  3.20,  Review  and  instruction,  by  the  conductor. 
3.20  to  3.40,  Infant  classes ;  how  taught  and  difficulties. 
3.40  to  4.30,  Review  and  instruction;  examples,  etc.,  by 
the  conductor. 
4.30  to  5,  Qiiestions ;  box  opened  and  answers  given. 

Wednesday  Evening: 

7  to  7.20,  Conference  and  prayer  for  superintendents. 
7.20  to  8,  Superintending,    opening    exercises,    and    the 

library  by  the  Institute — four  speakers,  ten  minutes  each. 

8  to  9,  Review  and  instruction,  by  the  conductor, 

9  to  9.30.;  Questions  and  answers. 

Thursday  Morning. 

9  to  9.20,  Conference  and  prayer  for  teachers. 

9.20  to  10,  How  you  teach ;  examples,  modes,  difficulties, 
etc.,  by  the  Institute. 

10  to  II,  Review  and  instruction;  systems  and  modes  of 
teaching. 

4 


38  INSTITUTES. 

II  to  12,  Model-lessons,  examples  of  teaching,  etc. 

Thursday  Afternoon. 

2  to  2.20,  Conference  and  prayer  for  parents. 

2.20  to  3.20,  Divide  the  Institute  into  six  classes,  to  be 
taught  half  an  hour  by  six  teachers  ;  then  have  reports  from 
these  teachers,  and  criticism  by  the  Institute. 

3.20  to  3.35,  Bible  geography,  maps,  history,  etc.,  by  the 
Institute. 

3.35  to  4,  Examples,  instructions,  etc.,  by  the  conductor. 

4  to  5,  Questions  and  answers  generally,  on  all  subjects. 

Thursday  Evening. 

7  to  7.30,  Conference  and  prayer  for  conversions,  the 
Church,  etc. 

7.30  to  8.10,  Enlisting  the  church  in  Sabbath-school  work; 
conversion  and  training  of  children,  by  the  conductor;  four 
speeches,  ten  minutes  each,  to  the  point,  "how  to  do  it." 

8.10  to  9,  Review  of  all  by  the  conductor. 

9  to  9.30,  Closing  addresses  of  five  minutes  each. 

If  no  meeting  is  held  on  Tuesday  evening,  then 
drop  out  Thursday  afternoon's  exercises,  and  close  up 
with  the  others.  It  is  of  the  utmost  importance  that 
the  pastors,  superintendents,  and  teachers  attend  all 
the  exercises.  The  Institute  has  an  opportunity  on 
every  topic.  Perhaps  some  pastor  will  favor  with  a 
model-lesson  or  drill-exercises  on  the  subjects  pre- 
sented. 

We  need  "  line  upon  line"  on  some  very  import- 
ant points,  and,  therefore,  it  is  hoped  that  the  repe- 
tition of  some  of  these  subjects  in  these  articles  will 
prove  useful  to  many. 


V. 


THE  SUPERINTENDENT. 


HE  whole  character  and  influence  of  a  Sab- 
bath-school will  depend  largely  upon  the 
character  and  adaptedness  of  the  superin- 
tendent. What  the  superintendent  of  a  railroad,  or  the 
superintendent  of  a  factory,  or  the  commander  of  an 
army  is,  each  in  his  place,  so  is  the  superintendent 
to  his  Sabbath-school.  It  is  not  every  truly  good 
and  pious  man,  nor  even  every  talented  or  eloquent 
man,  who  will  make  a  good  superintendent  of  a 
Sabbath-school.  Sometimes  the  modest  and  retiring 
person,  who  shrinks  from  the  acceptance  of  so  holy  an 
office,  makes  the  best  superintendent.  Neither  is  it 
always  the  wisest  or  most  influential  man  whom  the 
office  wants,  but  the  one  who  can  the  most  readily 
command  the  confidence  and  co-operation  of  the 
pastor,  parents  and  church  members,  as  well  as  the 
teachers  and  the  children.  Of  course,  the  best  man 
in  the  church,  next  to  the  pastor,  should  always  be 
prayerfully  called  to  the  office,  for  it  is  difficult  to 

39 


40  THE  SUPERINTENDENT. 

raise  a  Sabbath-school  higher  than  its  superinten- 
dent. 

The  superintendent  should  have  good  executive, 
business  talents  ;  energy  ;  perseverance  ;  self-control ; 
tact  to  govern  ;  a  love  for  children  ;  devotion  to  the 
cause  ;  a  warm,  sympathetic  heart ;  a  life-like,  serious, 
yet  cheerful  manner ;  and,  superadded  to  humble, 
ardent  piety,  an  ability  to  think,  and  to  set  others  to 
thinking ;  and  withal,  he  should  be  able  to  express 
himself  clearly,  briefly,  and  forcibly.  He  should 
never  allow  the  least  harsh  or  irritable  expression  to 
escape  from  him,  and  he  should  repress  every  symp- 
tom of  lightness,  stiffness,  or  discouragement,  remem- 
bering that  his  look  and  manner  will  give  tone  to 
the  whole  school. 

He  should  know  personally,  and  by  name,  and  as 
far  as  maybe,  the  particular  character  of  every  teacher 
and  pupil  in  the  school ;  speak  to  them,  and  always 
treat  them  with  confidence  and  respect — neither  too 
coldly,  nor  too  familiarly — and  assure  them  each  of 
his /^r^o^zo;/ interest  in  them,  and  respect  for  them  all. 

He  should  be  wise  to  discern,  select,  and  adjust 
proper  teachers  to  their  places,  classify  and  arrange 
the  scholars,  and  in  these  things  he  should  not  be 
overborne  in  his  judgment.  He  is  usually  chosen  by 
the  teachers  annually,  and  will  do  well  to  take  them 
for  his  counsellors,  and  often  consult  them,  collec- 
tively and  individually ;  for  while  he  is  the  superin- 
tendent, the  head  of  the  school,  and  as  such  a  cheer- 
ful obedience  should  be  tendered  to  him  by  all,  yet, 


THE  SUPERINTENDENT.  41 

he  is  not  the  sovereign.  His  authority  is  not  magis- 
terial nor  parental,  but  he  is  a  constitutiofial  ruler, 
governed  himself  by  the  rules  of  the  school ;  and  he 
should  so  rule  that  no  one  should  ever  question  his 
right  to  govern.  He  should  never  even  speak  of 
his  "  rights." 

He  should  be  spiritually  qualijied  for  his  work, 
and  should  become  a  holier  man  of  God  from  the 
hour  in  w^hich  he  first  receives  the  "  call."  He 
should  be  in  daily  communion  with  God  about  the 
work,  talking  freely  with  Him  on  all  that  con- 
cerns the  school,  about  every  teacher,  and  about 
every  scholar,  and  humbly  watching  for  answers  to 
his  prayers. 

He  should  also  engage  in  the  work  with  a  good 
measure  of  scriptural  enthusias?n.  We  do  well  to 
be  very  earnest  and  full  of  life,  to  be  glowing  and  ani- 
mated in  our  looks,  words,  and  actions,  if  we  would 
effectually  reach  the  children,  who  are  so  full  of  life. 
Perhaps  the  word  unction  would  more  worthily  ex- 
press the  idea.  The  superintendent's  interest  should 
rise  to  this  high  point. 

He  should  maintain  good  discipline  and  order^ 
both  for  himself  and  his  school.  Sometimes  the  most 
disorderly  man  in  the  whole  school  is  the  superin- 
tendent. The  two  elements  of  good  order  are  self- 
control  and  good  temper.  Let  no  man  think  he  can 
control  others  unless  he  can  control  himself.  It  will 
be  in  vain  for  him  to  insist  on  order,  punctuality,  and 
regard  to  all  the  rules  of  the  school,  unless  he  him- 
4* 


42  THE  SUPERINTENDENT. 

self  is  a  living  example  of  strict  conformity  to  them 
all.  When  he  calls  the  school  to  order,  let  him 
always  wait  patiently,  in  silence,  until  every  teacher, 
every  scholar,  olficer  and  visitor,  is  in  fet'fect  order, 
before  he  names  a  hymn  or  proceeds  to  do  the  least 
thing. 

He  should  also  be  dzshzterested^  and  never  over- 
shadow his  teachers.  They  are  the  great  workers, 
and  his  great  work  is  to  help  the  teachers  in  the 
teaching.  He  should  not  forestall  or  overshadow 
the  teacher's  work  by  an  exposition  of  the  lesson  at 
the  opening  of  the  school,  so  as  to  leave  the  teachers 
nothing  to  do  but  to  glean  after  the  superintendent. 
His  remarks  and  reviews  of  the  lesson  should  usually 
come  after  the  teachers  have  taught  the  lesson. 

He  should  likewise  siiicerely  respect  all  his 
teachers,  and  treat  them  accordingly.  Especially 
should  he  respect  the  weakest  and  most  inefficient 
of  his  teachers.  He  will  have  the  more  to  do  to  aid 
them,  and  he  must  needs  visit,  counsel,  suggest  and 
instruct  them  often.  I  have  always  found  it  better 
to  elevate  and  improve  inefficient  teachers  than  to  dis- 
miss them. 

The  superintendent  should  also  be  a  man  of  good 
executive  ability ;  and  this  is  a  very  rare  possession. 
He  needs  much  discerning  power,  as  well  as  organ- 
izing and  combining  talent,  so  as  to  keep  pastor 
and  people,  parents,  teachers,  and  scholars,  all  har- 
moniously at  work.  As  Dr.  James  W.  Alexander 
used  to  say :  "  That  man  who  can  well  superintend 


THE  SUPERINTENDENT.  43 

a  Sabbath-school  can  command  an  army  ;"  and  a 
well-known  bishop  has  said,  that  "  the  man  who 
can  organize  a  good  mission-school  can  organize  a 
diocese." 

Again  :  The  Sunday-school  superintendent  should 
always  have  a  spirit  and  temper  such  as  will  be 
safe  to  diffuse  throughout  the  school.  Says  the  Rev. 
S.  Martin :  "  If  he  stands  at  the  desk  like  a  cold, 
snow-capped  mountain,  or  floats  about  the  school 
like  a  majestic  iceberg,  the  whole  atmosphere  of  the 
school  will  be  cold."  If  he  is  warm  and  genial,  such 
will  be  the  school.  A  cheerful  superintendent  spreads 
cheerfulness  throughout  the  school.  A  light  and 
trifling,  or  a  gloomy  and  morose,  superintendent  in- 
fects teachers  and  scholars  alike  with  the  same  spirit. 
Never  should  the  superintendent  allow  the  least  im- 
patience or  harshness  to  manifest  itself  in  his  look, 
tone  of  voice,  or  manner  in  the  school ;  for  its  effects 
will  prove  most  disastrous.  Ill-temper  is  a  perfect 
barrier  to  religious  improvement  and  usefulness. 

He  should  also  be  a  decided,  positive  character ; 
not  fitful,  obstinate,  heady,  but  strong  in  purpose, 
strong  in  resolution,  strong  in  the  Lord.  The  boys 
in  the  streets  never  choose  any  but  positive  charac- 
ters for  leaders.  A  merely  nominal  superintendent 
is  a  curse  to  a  school,  as  is  a  weak,  foolish  mother,  or 
father,  in  the  family. 

Further,  he  should  study  to  gather  hints  and  sug- 
gestions to  help  the  teachers  not  only  in  the  school, 
but  also  in  the  teachers'  meetings  and  everywhere. 


44  THE  SUPERINTENDENT. 

Particularly  should  he  observe  the  teachers  during 
the  teaching  hour,  and  never  interrupt  them,  but  be 
ready  at  any  moment  to  come  to  their  assistance. 
He  should  always  protect  the  teachers  while  teach- 
ing, and  not  allow  the  librarian,  or  secretary,  or  mis- 
sionary collector,  to  appear  on  the  floor  at  that  time. 

It  will  be  seen  from  these  points  that  the  superin- 
tendent needs  great  ge7ie7'al  strength  of  character. 
Willow  will  do  for  a  basket,  but  it  requires  oak  and 
iron  for  a  man-of-war.  Never  are  the  teachers  called 
to  a  more  important  duty  than  when  they  prayer- 
fully cast  their  votes  for  the  election  of  superintend- 
ent. No  personal  favoritism  or  interest  or  prejudice 
should  be  allowed  for  a  single  moment  to  prevail. 

If  I  am  here  asked,  "  Do  you  know  of  any  such 
superintendents  as  are  here  described  ?"  I  must  reply 
in  the  negative.  I  have  endeavored  to  embody  in 
the  above  list  of  qualifications  all  the  best  things  of 
the  best  superintendents  whom  I  have  seen  during 
the  last  forty-five  years.  Nevertheless,  the  things 
which  are  here  detailed  have  their  counterparts  in 
some  of  them.  The  standard  is  raised  high,  so  that 
the  true  artist  can  copy  after  the  great  masters.  Let 
none  be  discouraged.  The  best  superintendents  now 
living  were  very  distrustful  of  their  qualifications, 
and  shrank  from  the  responsibility  at  the  first  call. 
If  God  calls  a  man  to  a  field  of  labor,  he  is  abundantly 
competent  to  fit  him  for  working  in  it.  Then  "  not 
unto  us,  O  Lord,  not  unto  us,  but  unto  thy  name 
give  glory." 


THE  SUPERINTENDENT.  45 


Duties  of  the  Superintendent. 

Let  us  look  now  at  some  of  the  duties  of  the  good 
Sabbath-school  superintendent. 

BeJ'ore  school  he  will,  of  course,  prepare  his  mind, 
by  meditation  and  prayer,  for  his  duties  ;  he  will 
faithfully  study  the  lesson,  select  the  hymns  and 
Scripture  lesson  for  the  day,  and  carefully  read  them 
and  study  them,  until  he  has  imbibed  so  much  of  their 
spirit  as  to  be  able  \.o  feel  them,  and  to  express  that 
feeling  while  reading  them  before  the  school.  He 
will,  also,  prepare  his  notices,  and  arrange  for  all 
special  duties.  All  the  teachers,  with  the  superin- 
tendent, ought  to  enjoy  a  twenty-minute  prayer-meet- 
ing before  the  hour  to  open  the  school,  with  two- 
minute  direct  prayers,  one  or  two  verses  of  singing 
at  a  time,  and  then  only  one  or  two  selections  of  warm, 
appropriate  verses  of  Scripture  truth.  We  would 
characterize  the  requirements, of  such  a  meeting  by 
these  words — Impressive^  Interesting^  Devout. 

The  Ope7iing  Exercises. — The  good  superintend- 
ent will  always  be  punctual  in  opening,  and  at  tlie 
precise  minute  calmly,  but  clearly  and  naturally,  call 
the  school  to  order.  Having  done  this,  he  will  never 
proceed  farther  until  every  teacher,  scholar,  secretary, 
librarian,  or  visitor  is  in  order.  He  will  remember 
that  every  eye  is  on  him  for  an  example,  and  he  will 
take  no  liberty  himself  with  the  rules  of  the  school. 
When  perfect   silence   and    complete    attention    are 


46  THE  SUPERINTENDENT. 

gained,  he  will  deliberately  read  the  hymn  and  see  thai 
all  sing,  about  two  or  three  verses  ;  then  read  impres- 
sively the  lesson  for  the  day,  if  not  more  than  from  ten 
to  fifteen  verses,  or  alternate  with  the  school  in  read- 
ing if  preferable.  Be  careful  to  mind  all  the  stops, 
and  read  in  clear,  impressive  tones,  so  that  the  read- 
ing of  the  Scriptures  by  the  school  will  be  almost  as 
musical  as  singing.  All  will  then  unite  in  prayer 
with  the  superintendent,  one  of  the  teachers,  the  pas- 
tor, or  a  visitor  present,  who  may  be  called  upon  ; 
this  prayer  should  be  short  and  to  the  point,  and  in 
short  sentences  and  in  children's  language.  Have  the 
children  join  in  and  repeat  the  prayer,  broken  up 
into  sentences  of  four  or  five  words  each.  Thus 
teach  the  children  how  to  pray.  The  whole  of 
the  opening  exercises  should  not  usually  exceed 
fifteen  minutes.  The  school  will  then  be  given 
into  the  hands  of  the  teachers,  to  proceed  with  the 
lesson. 

During  Teachi7tg. — The  superintendent  will  then 
quietly  supply  every  vacant  class  with  a  teacher,  or 
unite  it  with  another  class  which  has  a  teacher,  so  that 
every  scholar  may  be  placed  at  once,  temporarily,  at 
least,  in  charge  of  some  one,  and  that  no  one  may  be 
suffered  to  be  idle.  Next,  he  will  check  off' the  names 
of  teachers  present  on  his  roll-book  ;  and  then  pro- 
ceed to  receive  the  new  scholars,  learn  their  names, 
residence,  parents;  gain  their  confidence;  ascerta  n 
whether  they  do  not  now  belong  to  some  other  good 
school ;  inform  tliem  of  the  character  and  order  of 


THE  SUPERINTENDENT.  47 

the  Sunday-school,  and  assign  them  a  place,  tempo- 
rary or  permanent,  in  a  class.  He  will  then  pass 
quietly  and  discreetly  around  the  room,  recognizing 
the  teachers  and  scholars  as  far  as  may  be,  without 
interrupting  or  embarrassing  them,  assisting  any 
teacher  who  may  need  it  to  restore  order  and  har- 
mony, or  to  gain  the  attention  of  any  volatile  youth 
in  the  class.  With  the  approval  of  the  teacher,  he 
will  occasionally  examine  the  class,  notice  all  dis- 
turbing elements  in  the  school,  the  adaptedness,  or 
otherwise,  of  the  teachers  for  the  particular  classes 
in  their  charge ;  occasionally  recommending  and 
handing  an  appropriate  book  from  the  library  to  a 
teacher  or  scholar,  and  calling  especial  attention  to 
it  for  their  profit.  The  Bible  classes  and  infant 
classes  will  be  timely  noticed,  and  all  strangers  and 
visitors  greeted  with  a  courteous.  Christian  welcome. 
Suitable  suggestions  will  be  made  to  the  secretary 
and  librarian  ;  any  call  for  assistance  or  explanation 
will  be  given  to  any  teacher ;  and  thus,  in  every  ap- 
propriate, unobtrusive  way,  he  will  do  whatever  he 
can  to  facilitate  the  work  of  all,  while  hindering 
none. 

Superintendents  should  be  very  cautious  whom 
they  invite  to  address  the  school,  and  particularly 
strangers  of  whom  they  know  but  little,  only  that 
they  are  called  very  good  men.  Few  persons  can 
address  a  Sunday-school  with  profit ;  and  certainly, 
without  important  reasons,  the  teachers  should  not 
be  interrupted  in  their  regular  duties ;  for  the  time 


48  THE  SUPERINTENDENT. 

allotted  to  them  is  theirs^  and  even  the  superintend- 
ent has  no  right  to  take  it  to  oblige  a  friend. 

Closing  the  School. — At  the  appointed  moment 
the  superintendent  will  call  the  school  again  to  order, 
to  sing  over  a  verse  of  a  hymn  in  harmony  vs^ith  the 
lesson  ;  and  then  the  superintendent  may  occupy  not 
to  exceed  five  or  ten  minutes  in  a  clear,  well-digested 
exposition  of.  or  some  pertinent  remarks  or  questions 
upon,  the  prominent  points  or  teachings  of  the  lesson. 
Unless  he  can  succeed  in  interesting  and  fixing 
the  attention  of  both  teachers  and  scholars  with 
thoughts  not  ordinarily  dwelt  upon  by  the  teachers, 
he  had  better  not  attempt  this  exercise  ;  for  few  evils 
are  greater  in  a  school  than  a  superintendent  who 
talks  too  much.  Many  of  our  best  and  most  success- 
ful and  acceptable  superintendents  never  attempt  to 
address  their  schools,  except  to  give  their  notices  and 
necessary  directions  in  a  clear,  orderly,  businesS-like 
way,  and  then  stop  at  once.  An  opportunity  is  then 
given  to  distribute  the  library  books  and  papers,  give 
out  the  next  week's  lesson,  sing  a  verse  or  two  of  the 
selected  hymn,  or  with  a  prayer  dismiss  the  school  in 
regular  order. 

After  the  school  the  superintendent  will  receive 
any  suggestions  or  requests  from  teachers  or  scholars  ; 
see  that  everything  is  left  in  its  place  ;  review  the 
events  of  the  school,  and  note  down  all  his  plans  for 
improvement,  and  begin  to  study  his  next  lesson. 

During  the  week  he  will  remember  that  his  duties 
as  superintendent  do  not  close  with  the  Sabbath,  or 


THE  SUPERINTENDENT.  49 

monthly  concert,  or  teachers'  meeting.  Every  day 
he  regards  the  Sabbath-school  as  his  great  field  of 
labor  in  the  moral  vineyard.  Let  us  follow  him,  and 
we  shall  see  him  on  Monday  mornhtg  on  his  way 
to  his  regular  business,  when  as  he  meets  little  Johnny 
Smith,  who,  he  remembers,,  was  not  in  his  place 
in  school  yesterday,  he  very  pleasantly  inquires  the 
reason.  On  the  corner  of  the  next  street  he  comes 
across  an  absent  teacher,  and  similar  inquiries  ensue. 
On  his  return  home  at  evening  he  sees  in  the  dis- 
tance, in  company  with  a  lot  of  street-girls,  Mary 
Jones,  and  he  hastens  to  her,  takes  her  aside  with 
him,  and  learns  the  reason  of  her  leaving  school 
some  weeks  before,  together  with  other  facts  in  her 
history,  which  call  out  kind  words  of  caution  for  the 
wayward  child,  and  he  leaves  her  with  the  warm  as- 
surance of  her  return.  In  the  evening  he  is  at  the 
monthly  concert  of  prayer  for  Sabbath-schools,  and 
drops  a  few  earnest  remarks  about  the  children, 
which  have  such  an  effect  upon  two  mothers  present 
that  they  go  home  and  become  more  faithful  thence- 
forth in  their  Christian  duty  to  their  beloved  little  ones. 
On  the  way,  Tuesday.,  he  stops  in  a  few  moments 
to  see  a  teacher  who  appeared  quite  perplexed  and 
disheartened  on  the  Sabbath  by  the  restlessness,  in- 
attention, or  indifference  of  her  class.  He  noticed 
last  Sabbath  that  that  teacher  could  only  interest 
the  class  for  a  few  minutes.  On  looking  over  the 
next  week's  lesson  he  is  reminded  of  that  teacher 
and  one  of  her  scholars.  The  next  morning  he  calls 
6  D 


50  THE  SUPERINTENDENT, 

for 'a  moment  upon  her  on  his  way  to  business,  and 

says  :  "  Miss  S ,  there  is  one  verse  of  the  lesson 

that  I  think  can  be  used  with  advantage  with  one  of 
your  scholars — Frank  Jones."  He  explains  it  to  the 
teacher,  and  gives  her  an  illustration  or  two.  What 
has  he  done  1  He  has  given  that  teacher  the  first  real 
idea  she  ever  had  of  teaching  Bible  truth  aright, 
and  she  goes  to  her  class  the  next  Sabbath  a  new 
teacher,  and  never  loses  the  influence  in  future  life. 
He  soon  succeeds  in  dispelling  the  cloud,  and  caus- 
ing a  cheerful  light  to  shine  on  her  path  of  duty. 

On  Wednesday  evening  he  steps  over  to  consult 
the  pastor  about  the  best  way  of  turning  the  hearts 
of  parents  to  their  children,  and  to  arouse  the  church 
in  sympathetic  efforts  on  behalf  of  the  lambs  of  the 
flock. 

On  Thursday  morning  he  takes  an  hour  before, 
or  an  interval  of  business,  to  explore  a  desperate 
neighborhood,  and  succeeds  beyond  his  expectations 
in  exciting  interest  and  enlisting  recruits  for  the  Sun- 
day-school from  among  the  juvenile  portion  of  the 
disorderly  gang.  He  also  takes  occasion  to  call  on 
little  Pat  Lawless's  mother,  and  is  successful  in  get- 
ting her  pledge  to  co-operate  with  him  in  the  attempt 
to  rescue  her  boy  from  untold  depravity  and  almost 
certain  ruin.  Pat  is  notoriously  the  ringleader  in  the 
worst  gang  of  boys  in  the  neighborhood,  and  every 
body  was  surprised  to  see  little  Harry  Page  leading 
him  into  the  Sunday-school  for  the  first  time  on  the 
last  Sabbath  morning. 


THE  SUPERINTENDENT.  5 1 

On  his  way  back  from  business,  Friday  evening, 
he  calls  for  a  few  minutes  on  an  intelligent  young 
Christian  who  recently  came  into  the  place,  in  order 
to  seek  his  Christian  acquaintance,  and  invite  him  to 
look  up  for  himself  a  class  of  scholars  from  the  neg- 
lected neighborhood  he  visited  the  day  before,  and 
he  succeeds  in  inducing  him  to  bring  into  the  school 
and  teach  a  fine  class  of  street-boys  the  way  of  life  ; 
he  takes  a  hint  from  the  conversation  with  his  young 
friend,  and  concludes  to  get  up  a  neat  printed  certifi- 
cate of  reward  to  the  pupils  for  bringing  in  new 
scholars.  In  the  weekly  prayer-meeting  he  has  a 
word  about  the  school,  just  enough  to  enlist  theil 
sympathies  and  their  prayers. 

Saturday  morning.,  on  opening  the  daily  paper 
or  a  book,  he  sees  a  striking  providence,  an  interest- 
ing fact  or  incident  of  life,  which,  he  remembers  at 
once,  will  aptly  illustrate  or  enforce  an  important 
truth  in  the  lesson  for  the  next  Sabbath,  and  care- 
fully notes  it  down  and  thinks  it  over,  and  in  the 
evening  we  find  him  full  of  hope  and  interest  at  the 
teachers'  meeting.  Thus  closes  his  labors  for  the 
week.  It  is  only  a  week  !  but  how  valuable  is  that 
life  of  which  this  is  but  a  week  ! 

Now,  all  this  is  no  mere  fancy  sketch.  We  have 
had  living  superintendents — not  one  but  all  together — 
sitting  for  the  portrait  here  drawn,  and  whose  lives 
have  supplied  all  the  illustrations,  and  who  pursue  a 
somewhat  similar  course  every  week,  and  on  every 
returning  Sabbath-day.     Thus,  without  scarcely  an 


52  THE  SUPERINTENDENT. 

hour's  interference  with  his  duties  to  his  family,  his 
business,  or  the  pubHc,  the  good  superintendent  has 
found  time,  and  has  been  enabled  every  day  during 
the  week,  to  do  something  for  the  Sunday-school, 
simply  because  he  loves  it ;  his  heart  is  on  it,  and  he 
loves  constantly  to  devise  ways  of  doing  good  by  it. 
He  never  expects  to  be,  and  he  never  will  be,  satisfied 
with  the  school  as  it  is ;  but,  however  great  the  pro- 
gress, he  will  keep  his  mind  actively  at  work  to  plan 
improvements  in  the  arrangement,  the  order,  the  dis- 
cipline, the  enterprise,  or  the  teaching,  and  thus,  Uf- 
ivard  and  Onward^  will  be  his  perpetual  motto. 

A  stagnant  business,  he  knows,  will  soon  droop 
and  die. 


VI. 


THE  LIBRARY  AND  LIBRARIAN. 


E  have  a  very  high  appreciation  of  the  vakie 
of  a  good  Sabbath-school  Ubrary.  It  seems 
to  me  that  no  form  of  circulating  sound  re- 
ligious reading  is  superior.  The  books,  however, 
require  to  be  selected  and  adapted  with  the  greatest 
care.  This  is  certainly  a  difficult  matter,  but  the 
object  to  be  attained  is  so  great  as  to  reward  the 
effort.  Many  schools  are  now  flooded  with  the  most 
vicious,  improper  books.  There  is  no  justifiable  ex- 
cuse for  this.  Never  were  there  so  many  good  books 
for  children  and  youth  as  now.  Several  hundreds 
that  teach  the  soundest  Christian  morals  and  are  true 
to  life,  and  filled  with  the  soundest  evangelical  Bible 
instruction,  can  now  be  selected.  There  is  scarcely 
a  shadow  of  excuse  at  the  present  time  for  admitting 
even  a  doubtful  book  into  our  Sabbath-school  libra- 
ries— unless  some  will  accept  the  plea  of  ignorance  and 
laziness.  Our  children's  minds  should  be  as  sacredly 
guarded  from  poisonous  books  as  their  bodies  from 
poisonous  drugs.  There  should  be  a  judicous  stand- 
ing committee  in  every  school  to  select  library  books, 
5  *  63 


54  THE  LIBRARY  AND  LIBRARIAN, 

while  the  pastor  should  always  carefully  revise  their 
selection. 

The  books  of  the  Sabbath-school  library  must  be 
attractive  and  interesting,  or  they  will  not  be  read  by 
the  young.  They  must  be  true  to  life  and  fact,  or 
they  will  prove  pernicious.  They  must  be  instruc- 
tive, or  they  should  find  no  place  in  the  library.  They 
should  be  adapted  to  awaken,  convict  and  convert, 
to  nourish  in  the  religious  life  and  morals,  and  throw 
light  upon  all  the  pathway  of  everyday  practical 
life,  or  they  will  fall  short  of  meeting  the  great  want. 
They  must  strictly  conform  in  all  things  to  the  Bible 
standard,  or  they  should  never  be  found  in  any  of  our 
Sabbath-school  libraries. 

Better  have  no  books  than  to  have  unsound  ones. 
Spare  no  pains  to  procure  an  abundance  of  good, 
sound,  attractive,  and  useful  reading,  and  we  will 
soon  drive  away  the  flood  of  bad  books  which  is  now 
threatening  to  destroy  our  youth.  Several  copies  of 
superior  books  should  be  placed  in  the  library  at  the 
same  time.  Select  such  as  are  adapted  to  all  ages 
and  conditions,  from  the  children  in  the  infant-school 
up  to  the  wide-awake  young  men  and  women  in  our 
highest  adult  Bible  classes,  and  to  teachers.  Let 
them  also  cover  all  stages  of  religious  feeling  and 
want.  Books  of  narrative,  history,  biography,  youth- 
ful Christian  experience  and  training,  on  temperance, 
good  morals,  good  habits  and  manners,  should  all  be 
provided  for  the  thorough  religious  instruction  of 
our  children  and  youth.      The  library  should  also 


THE  LIBRARY  AND  LIBRARIAN,  55 

comprise  a  good  teacher's  library  with  good  refer- 
ence Bibles,  a  Concordance  and  Dictionary.  Then 
give  the  books  the  largest,  freest  and  most  active 
circulation. 

Managing  the  Library. — In  a  great  many  Sab- 
bath-schools the  manner  of  distributing  the  books  is 
a  very  bad  one,  and  in  consequence  of  this  some 
schools  have  improperly  discarded  the  library  alto- 
gether. The  great  difficulty  has  arisen  from  the  fact 
that  the  librarian  has  been  allowed  to  be  on  the  floor 
and  have  access  to  and  interrupt  the  teachers  during 
the  teaching  hour.  This  should  never  be  allowed. 
An  interruption  to  the  teacher  while  applying  divine 
truth  may  peril  souls  for  ever,  and  therefore  should 
be  carefully  guarded.  The  only  access  to  the  teachers 
which  the  librarian  ought  to  be  allowed  during 
school  hours  is  to  simply  hand  them  the  books,  just 
at  the  close  of  school.  There  are  several  good  sys- 
tems for  distributing  the  books  that  conform  to  this 
idea  and  protect  the  teachers.  I  would  never  ask 
the  teachers  to  write  the  scholars'  names  or  numbers 
for  books,  or  do  the  work  of  selection,  during  the 
school  hours. 

In  the  management  of  the  library,  what  is  called 
"  The  Check  System  "  is  considered  one  of  the  best. 
We  cannot  describe  the  various  good  plans,  but  I 
will  detail  one  which  seems  to  me  to  be  more  simple 
and  to  obviate  more  difficulties  than  any  other  that  I 
am  acquainted  with.  It  first  provides  a  carefully- 
printed  numerical  catalogue  of  all  the  books,  with 


5^  THE  LIBRARY  AND  LIBRARIAN. 

the  number  of  pages.  Give  to  each  scholar  one 
of  these  catalogues,  and  replace  it  when  lost.  If 
the  school  is  a  small  district-school,  a  written  cata- 
logue will  answer  the  purpose  equally  well.  Then 
a  "  Library  Card,"  four  inches  by  two-and-a-half 
inches,  is  provided  for  each  scholar  on  the  first 
of  each  month.  On  this  is  written  or  printed — "  Li- 
brary Card,"  "  Class  No.  6,"  "John  Smith."  Each 
scholar  takes  his  "Library  Card"  and  catalogue 
home,  and  there,  with  aid  from  his  parents  or  a 
friend,  he  selects  from  ten  to  fifteen  books,  either 
of  which  he  will  be  satisfied  with  during  the  next 
four  weeks.  The  "  Library  Card  "  is  then  placed  in 
his  book,  and  kept  there  as  a  marker,  and  is  returned 
to  the  librarian  on  the  next  Sabbath  with  the  book. 
Each  scholar  hands  his  book,  with  the  card  in  it,  as 
he  enters  the  room,  to  the  librarian,  who  is  always 
to  be  found  at  the  opening  of  the  school  at  the  outer 
door  of  the  school-room,  with  a  large  basket  ready 
to  receive  all  the  books  from  the  pupils.  When 
the  school  is  opened  the  librarian  carries  these 
books  to  the  library  and  assorts  them,  as  he  ascer- 
tains from  each  book-mark  to  whom  and  what  class 
and  name  the  book  belongs.  The  book  is  then  cred- 
ited as  returned,  and  the  new  one  charged.  If  any 
scholar  wants  one  book  particularly  that  is  on  his 
list,  he  underscores  it,  and  if  it  is  in  the  library,  it 
is  given  to  him  and  charged.  If  any  scholar  is  late, 
and  the  librarian  has  gone  to  the  library,  he  loses  his 
exchangre  of  books  on  that  Sabbath.     The  librarian 


THE  LIBRARY  AND  LIBRARIAN,  SI 

keeps  the  account  of  all  library-books,  and  charges 
them  all  to  each  name  and  class  according  to  the 
book-mark,  and  credits  them  when  returned,  and  the 
teacher  has  no  care  of  it.  After  the  teaching  is  closed, 
the  lesson  reviewed  by  the  superintendent,  remarks 
made,  prayer,  singing,  etc.,  then  the  librarian,  by  a  no- 
tice from  the  superintendent,  passes  down  the  aisle  and 
hands  each  teacher  his  lot  of  books,  and  the  teacher 
passes  them  to  each  pupil  according  to  the  library 
card,  and  then  the  school  is  dismissed.  No  scholar 
opens  his  library-book  or  paper  in  the  school.  The 
teachers  have  no  care  of  the  books  or  their  numbers, 
unless  the  scholar  loses  his  library-card  ;  in  which 
case  his  teacher,  at  the  close  of  the  school,  accompa- 
nies him  to  the  library  and  obtains  for  him  a  new 
library-card  and  book.  The  librarian  and  his  as- 
sistant charge  and  credit  all  the  books  while  the 
teachers  are  teaching.  Each  class  has  a  column  or 
place  in  the  register.  This  plan  satisfies  the  scholar, 
he  has  his  own  choice,  and  never  interrupts  the 
teachers  or  the  school  for  a  moment,  or  diverts  the 
attention  of  the  school,  and  no  time  is  lost.  It 
works  admiiably. 

The  Librarian. — The  librarian's  office  is  an  im- 
portant one.  He  should  be  one  of  the  most  consid- 
erate, watchful,  careful  young  men  in  all  the  com- 
munity, for  his  office  gives  him  much  prominence. 
He  should  open  the  library,  arrange  it  in  order,  dis- 
tribute hymn  and  class-books  before  the  school  opens, 
and    allow  no   unauthorized   person    access   to   the 


58 


THE  LIBRARY  AND  LIBRARIAN. 


library.  He  will  become  acquainted  with  the  gen- 
eral character  of  the  books,  as  well  as  know  the 
scholars,  that  he  may  intelligently  aid  them  in  their 
selections.  He  will,  also,  ascertain  what  class  of 
books  is  most  in  demand. 


VII. 

THE   SECRETARY. 


HIS  indispensable  officer  of  the  school  is  a 
sort  of  clerk  or  helper  to  the  superintend- 
ent. 

1.  He  should  be  a  good  accountant,  prompt, 
watchful  and  attentive.  He  should  keep  a  record  of 
the  attendance. 

2.  He  should  make  a  note  of  the  opening  exer- 
cises, with  the  names  of  those  who  .participate,  and 
any  interesting  circumstances  connected  with  them. 

3.  He  should  record  the  names  of  all  the  scholars 
and  teachers  who  have  been  or  are  now  connected 
with  the  school,  and  note  everything  of  their  changes 
in  life  and  history ;  especially  their  profession  of 
religion,  marriage,  etc. — keeping  up  a  correspond- 
ence with  them.  This  record-book  will  become  very 
valuable  as  the  years  roll  on,  since  it  includes  pa- 
rents' names,  every  removal  and  death,  etc.,  etc. 

4.  He  will  also  count  the  number  of  scholars  and 
teachers  present,  enter  it  in  the  minute-book,  and 
note  the  absentees. 

59 


6o  THE  SECRETARY. 

5.  He  should  write  up  the  class-books,  and  deliver 
them  to  the  teachers. 

6.  He  should  enter  in  the  minute-book  the  names 
of  visitors,  especially  if  the  pastor  be  one  of  them  ; 
note  the  addresses,  what  kind  of  weather,  and  all 
items  affecting  the  school. 

7.  He  should  give  certificates  of  dismissal  to  every 
teacher  or  scholar  about  removing  to  another  place, 
recommending  them  to  the  Christian  fellowship  of 
those  who  love  Christ's  lambs. 

8.  He  should  know  every  scholar,  so  that  he  can 
check  them  off  without  asking  the  teacher  the  name, 
and  should  have  a  quick,  vigilant  eye,  not  only  for 
his  ovsw  duties,  but,  also,  in  order  to  communicate 
valuable  suggestions  respecting  the  school  to  the 
superintendent. 

9.  In  the  absence  of  the  superintendent,  he  may 
sometimes  take  his  place  in  the  charge  of  the  school, 
except  in  the  case  of  very  large  schools,  which  may 
require  an  assistant  to  the  superintendent. 


VIIL 


THE  TEACHER. 


HE  true  Sabbath-school  teacher  Is  one  called 
and  "  sent  of  God  ;"  for  we  read  (i  Cor.  xii. 
28),  "  And  God  hath  set  some  In  the  church, 
first  apostles,  secondarily  prophets,  thirdly  teachers  f^ 
and  the  same  divine  lips  which  said  "  Go  preach,"  said 
also  "  Go  teach."  Whosoever  receives  this  sacred  call 
should  devote  himself  to  it  by  a  holy  consecration, 
remembering  that  he  is  truly  an  ambassador  from  the 
King  of  kings  to  a  small  circle  of  his  rebellious  sub- 
jects,— a  ransomed  sinner  offering  pardon  to  precious 
youth  condemned  to  die.  His  great  business  is  the 
preparation  of  young  immortals  for  the  kingdom  of 
heaven  through  the  application  of  heaven-revealed 
truth  by  a  simple  appeal  to  their  Intelligence  and 
feelings  through  the  power  of  the  Holy  Spirit.  This 
is  truly  an  angel's  errand  entrusted  to  redeemed  sin- 
ners. Mr.  Groser  justly  says :  "  The  office  of  a 
Christian  teacher  transcends  all  others  In  interest  and 
Importance.  No  matter  what  his  precise  sphere  of 
labor  may  be,  whether  that  of  a  professor  like  Chal- 
mers, a  pastor  like  Oberlin,  a  schoolmaster  like 
6  61 


62  THE    TEACHER. 

Arnold,  or  a  Sunday-school  teacher  like  the  300,000 
men  and  women  who  on  each  returnhig  Sabbath 
seek  to  instruct  our  youth  in  those  truths  which  are 
able  to  make  them  wise  unto  salvation."  He  should, 
therefore,  accept  his  mission  thankfully,  and  enter 
upon  it  heartily,  and  attend  to  his  duties  punctually, 
faithfully,  and  earnestly. 

He  is  to  teach  Bible  truth.  That  is  the  divinely 
provided  aliment  for  the  human  mind,  and  if  rightly 
taught  and  received  it  will  be  attractive  and  satisfy- 
ing to  the  soul,  and  all  besides  will  be  only  supple- 
mentary. To  be  able  to  teach  Bible  truth  thus 
faithfully  and  truly,  calls  for  hard^  earnest  work,  for, 
says  one  of  the  English  bishops,  "  It  takes  all  we 
know  to  make  things  plain."  The  teacher,  therefore, 
must  needs  be  well  furnished  and  thoroughly  fitted 
for  his  high  calling. 

This  brings  us  to  the  next  article,  on  the  teacher's 
preparation. 


-gy    «»     II      >i     II     IT 


"      "     "^' 


IX. 


PREPARATION. 


and 


HE  work  of  teaching  divine  truth  is  so  diffi- 
cult and  important  that  every  teacher  should 
do  himself  the  justice  to  make  the  most  clear 
careful   preparation.      No   teacher  can  impart 


more  than  he  has  prepared  to  teach,  and  he  should 
therefore  bring  to  his  class  only  beaten  oil,  well- 
digested  and  well-adapted  thoughts,  something  worthy 
of  being  taught,  and  that  will  command  attention  for 
their  own  sake.  It  is  well  for  the  teacher  to  have 
method  and  system,  as  well  as  a  set  time  and  place 
to  begin  that  preparation.  The  time  to  commence, 
we  think,  should  be  on  the  afternoon  or  evening  of 
the  previous  Sabbath,  and  the  place  in  the  quiet  of  the 
home  circle  or  the  study. 

1.  Pray  and  read,  and  read  and  think  and  pray 
over  the  lesson  ;  the  words  and  the  spirit  of  it.  Here 
look  for  the  best  thoughts  to  use. 

2.  Search  the  Scriptures  with  the  aid  of  a  Con- 
cordance, or  good  reference  Bible,  for  the  most 
pointed  and  practical  parallel  passages  and  refer- 
ences ;  they  will  wonderfully  illuminate  the  lesson. 

63 


64  PREPARATION, 

3.  By  aid  of  the  Bible  references,  and  a  good  dic- 
tionary, be  careful  to  get  the  clear,  exact  meaning  of 
the  important  words  of  the  lesson,  in  words  adapted 
to  your  class. 

4.  Next  use  your  Teachers'  Helps,  Commentaries, 
Bible  Geographies,  Bible  Dictionaries,  Maps,  An- 
tiquities, etc. 

5.  Go  out  into  the  world  and  gather  excellent 
things  for  illustration  of  the  Bible  truth  from  what 
you  see,  hear,  read  or  do. 

6.  Visit  your  scholars'  homes  in  the  preparation 
of  your  lessons,  and  learn  their  peculiar  trials  and 
temptations.  Study  well  your  children,  child-nature 
and  child-language,  "  Peep  of  Day"  and  '^  Line 
upon  Line"  are  pure  specimens  of  child-language. 

7.  Get  something  for  each  pupil,  for  Johnny  is  not 
at  all  like  Willy,  and  Willy  is  not  like  Charlie,  etc. 
Break  up  Bible  truths  into  small  pieces  for  the  chil- 
dren and  youth.  Do  not  wander  afar  for  simile,  but 
remember  "  knowledge  is  before  him  that  under- 
standeth,  but  the  eyes  of  a  fool  are  in  the  ends  of  the 
earth." 

8.  Make  full  notes,  write  out  your  facts  and  refer- 
ences, etc. :  {a)  Of  your  best  thoughts,  {h)  Of  your 
best  plan  of  teaching,  (c)  The  aim  and  object  of 
the  lesson  illustrations.  (^)  Of  the  commencement 
and  closing  of  the  teaching  lesson. 

9.  Think  it  all  over  so  carefully  and  repeatedly 
that  you  will  need  scarcely  to  look  at  the  notes  to  the 
end.     Select  just  what  to  teach,  and  do  not  stuff  the 


PREPARATION.  65 

children.     Memorize  the  lesson  and  you  will  have 
special  unction  in  teaching. 

10.  Prepare  more,  far  more,  than  you  will  want  to 
use,  that  you  may  have  ample  material  for  selections  ; 
for  no  teacher  can  impart  all  that  he  is  prepared  to 
teach,  and  the  teacher  should  be  careful  never  to 

EXHAUST    HIMSELF. 

Finally.  Do  not  be  tied  down  to  any  one  plan  or 
method  of  preparing  a  Sabbath  lesson,  but  invent 
new  and  fresh  modes.  Never  suffer  any  part  of  your 
preparation  or  teaching  to  relapse  into  a  dull  routine. 
Be  fresh,  warm,  and  earnest  in  manner  and  matter, 
and  raise  yourself  above  leaning  upon  any  question- 
books  or  notes  of  lessons ;  use  them  if  you  please, 
but  do  not  lean  upon  them.  The  weekly  teachers'- 
meeting  is  an  indispensable  assistant  to  every  faithful 
teacher.  Never  forget  that  the  only  sort  of  know- 
ledge which  can  answer  a  Sabbath-school  teacher's 
purpose  '"  must  be  at  once  thorough,  detailed,  abund- 
ant, and  exact." 

It  is  of  the  first  importance  that  the  teacher  of 
children  should  study  well  child- nature,  child-lan- 
guage, and  all  the  child's  characteristics — such  as 
activity,  curiosity,  inquisitiveness,  etc. ;  what  are  its 
wants  and  cares  ;  its  dangers  and  its  duties  ;  its  hopes 
and  fears ;  its  sympathies  and  feelings,  likes  and  dis- 
likes. All  these  must  be  candidly  considered  if  we 
would  prepare  for  the  position  of  Christian  coun- 
sellor and  guide  to  the  child.  We  must  gain  its  con- 
fidence, draw  out  its  sympathies,  and  win  its  heart, 
6  *  E 


66  PREPARATION. 

and  all  this  will  require  the  most  diligent,  earnest, 
prayerful  study.  In  this  process  the  teacher  must 
needs  often  recall  his  own  childhood,  and  live  that 
over  again — become  as  a  little  child  again — if  he 
would  become  a  child's  teacher.  Do  not  ever  fall 
into  the  error  of  supposing  that  your  children  are 
ever  too  young  or  too  ignorant  to  appreciate  a  well- 
prepared  lesson. 

After  these  very  full  directions  for  the  teacher .^  I 
am  here  permitted  by  Mr.  Ralph  Wells  to  give  the 
notes  of  his  actual  superintendent^ s  preparation  in 
the  regular  sei-vice  of  Grace  Mission-school,  only  one 
week  before  the  previous  part  of  this  article  was 
written.     The  following  are  his  exact  notes  : 

"  The  Superintendent's  Preparation." 

Subj  ect — Hypocrisy. 

Time,  8  hours'  inte7ise  study. 

Commenced  Sabbath  evening  previous. 

1 .  Prayer  for  light.     Do  you  ? 

2.  Go  to  the  Bible  to  see  what  it  says. 

3.  Texts  found.  Write  all  out.  Job  xx.  5  ; 
xxvii.  8-10;  xxxvi.  13,  14.  Prov.  xxx.  12.  Psalms 
Ixv.  2-5.  Ezek.  xxxiii.  31,  32.  Matt.  vi.  2;  xxiv. 
51.     Luke  xii.  i.     Mark  xii.  15. 

4.  Definition  of  Hypocrisy. 
To  seek  to  appear  what  I  am  not. 


PREPARATION.  6"^ 

5.  Bible  Exainfles. 

Causes.  End. 
Saul,  I  Sam.  xv.  14.               Love  of  gain.  — 

Gehazi,  2  Kings,  v.  26.  "  — 

Judas,  Matt.  xxvi.  50.  "  — 

Ananias,  Acts  v.  1-26.      Gain  and  applause.      — 
Simon  Magus,  Acts  viii.  26.        Gain.  — 

Absalom,  2  Sam.  xv.  1-12.         Power.  — 

6.  Look  into  the  lesson  and  examples  until  \feel 
it  myself. 


7.  Emblems, 


Bible. 


Leaven. 

Whited  sepulchres. 
Hidden  graves. 
Spider's  web. 


Common. 


The  mask. 
Counterfeit  money. 
Paste  jewels. 


8.    Common  ways  for  all  ages. 

The  store,  the  bank,  and  the  office. 

Profession  of  religion  for  credit. 

Political,  on  'change,  fashionable,  flattering. 

9.    Children's  Dangers, 

Don't  tell  mother. 
Boy  getting  my  white-alley. 
Desire  to  please  teachers  or  gain  praise. 
The  hypocrite  lies  with  his  hands,  face,  clothes, 
gifts. 


68  PREPARATION, 

lo.  Illustrations, 
Photograph — Absalom's  monument. 
Friar — Nelly  and  love  of  Jesus. 
Picture  of  a  hypocritical  saint — London  beggar. 

II.  Ahsalofn^s  double  face  to  his  father  and  to  God, 
Picture  the  scene.     2  Sam.  xv.  1-13. 

12.  Hypocrisy, 
Its  meaning.  Its  causes. 

Its  folly.  Its  end. 

The  simple  notes  certainly  give  but  a  faint  idea  of 
how  thoroughly  hypocrisy  is  unmasked  in  this  les- 
son. The  teacher  or  scholar  will  never  forget  it. 
"  Intense  study"  should  be  contrasted  with  the  easy' 
chair,  lounging,  intermitting  study  of  many. 

"  The  store,  the  bank,"  etc.,  refer  to  rum  shops  ;  so 
named  that  husbands  and  young  men  who  return  at 
late  hours  may  say,  I  have  just  left  "  the  bank"  etc. 

The  "  photograph  of  Absalom's  monument"  re- 
minds us  that,  to  this  day,  every  Jew  casts  a  stone  at 
it,  and  curses  the  hypocrite's  memory ;  and  so  on 
with  the  other  illstrations. 

The  following  brief  notes  were  taken  at  one  of 
our  New  York  Association's  meetings :  Subject — 
How  to  prepare  a  Sabbath-school  lesson.  "  Piety 
alone  is  not  what  we  want  in  Sabbath-school  teach- 
ing any  more  than  preaching."  Take  the  lesson — 
Luke  xviii.  35 — "  A  certain  blind  man,"  etc.  Take 
a  good   Reference    Bible    and  a  Bible   Dictionary. 


PREPARATION.  69 

I  ask  myself,  What  is  in  this  passage  ?  A  miracle 
Say  something  about  miracles,  but  never  lead  a  child 
into  deep  water.  I  can  never  make  a  thing  plain  to 
another  that  I  cannot  make  plain  to  myself.  You 
cannot  teach  more  than  you  can  put  into  words,  etc. 

Tell  them  about  a  particular  part  of  the  country 
Jericho  (Josh,  ii.,  and  2  Kings  xvi.  34),  sixteen 
miles  from  Jerusalem,  and  about  six  from  the  river 
Jordan.  I  find  here  a  beggar — two^  but  one  is 
silent.  "Jesus,  thou  Son  of  David" — the  sublime 
epithet  applied  to  the  Messiah.  His  suit  is  for 
mercy.  "  Cried  the  more^^ — evidence  of  faith — plea 
for  mercy — earnestness.  Jesus  is  arrested  in  his 
progress  by  the  prayer  of  the  needy  man.  Prayer 
arrests  all  laws.  Jesus  stood  and  commanded.  You 
have  got  to  come  to  Jesus.  Submission  to  Jesus 
absolutely  essential.  What  wilt  thou }  We  are  to 
tell  Christ  just  what  we  want.  Prayer  is  absolutely 
necessary.  Jesus  made  the  blind  man  tell  Him. 
Revive  thy  faith.  Must  believe.  How  apply.  What 
last  impressions  to  leave.  Jesus  was  going  up  to 
Jerusalem  for  the  last  time.  Only  opportunity,  or 
last  opportunity.  All  go.  This  opportunity,  dear 
boys,  may  be  the  last. 

The  superintendent,  as  well  as  the  teachers,  needs 
the  most  ample  and  careful  preparation  of  the  lesson, 
in  order  to  suggest  and  aid  and  sympathize  with  the 
teachers  and  school,  and  to  conduct  the  teachers' 
meeting. 


X. 

THE  TEACHER  TEACHING. 


HE  teacher  is  the  master  and  superior,  and 
his  character,  attitude,  bearing  and  words 
should  be  well  calculated  to  govern  and  to 
guide.  Teaching  is  not  simply  educating — namely, 
drawing  out,  nor  simply  instructing  the  pupil,  but 
training  him.  It  is  taking  my  thought  and  convert- 
ing it  to  his  use. 

With  this  view  great  care  should  be  taken  to  begin 
a  lesson  aright.  The  teacher  should  come  from 
communion  with  God,  and  his  spirit  and  manner 
should  be  at  once  thoughtful,  earnest  and  cheerful, 
never  cold,  cheerless,  indifferent,  or  severe.  Let  him 
give  to  each  scholar  a  warm,  quiet,  but  hearty  salu- 
tation ;  be  early,  be  calm,  be  gentle,  be  firm  and  seri- 
ously in  earnest ;  never  allow  any  scholar  to  take  any 
undue  liberties ;  and  see  that  each  one  and  every- 
thing is  in  its  place. 

With  interest  and  reverence  the  teacher  and  his 
class  will  then  enter  upon  the  devotional  opening  ex- 
ercises, joining  in  them.  After  which  he  will  gather 
his  class  around  him,  and  first  place  himself  on 
70 


THE  TEACHER   TEACHING,  7 1 

terms  of  good-will  with  all,  and  find  some  common 
ground  for  their  minds  to  begin  acting  upon.  A 
well-timed,  easy,  and  awakening  question  about  the 
former  or  present  lesson  will  arrest  attention,  out  it 
must  be  well  adapted,  and  readily  answered.  The 
first  questions  must  never  perplex  or  embarrass  the 
pupil,  for  they  are  very  important.  From  thence 
proceed  and  rapidly  draw  their  minds  up  towards 
the  great  central  thought  of  the  lesson ;  awakening 
thought,  arousing  curiosity,  and  deepening  impres- 
sions. 

The  teacher  should  question  the  lesson  out  of  the 
pupils,  and  then  question  it  into  them.  He  will  first 
get  the  words  of  the  lesson  clearly  into  the  minds  of 
the  scholars — mostly  by  catechising — and  then  the 
pieaning  and  illustration  of  the  principal  words. 
Next  the  lessons  of  instruction  must  be  carefully 
drawn,  and  lastly,  applied  to  the  heart  and  life  of  all. 

A  severe  test  comes  upon  the  teacher  in  the  reci- 
tation and  catechising  upon  the  lesson.  He  is  to 
remember :  i .  To  draw  all  the  information  that  he 
can  from  the  class  ;  2.  To  induce  the  class  to  find  out 
all  they  can  for  themselves  ;  3.  To  give  such  informa- 
tion as  is  best  for  the  class,  but  before  giving  any  in- 
formation, be  sure  that  no  member  of  the  class  can 
give  it. 

The  true  teacher  starts  from  the  known^  and  pro- 
ceeds over  short  and  easy  stepping-stones  to  the  faintly 
known,  thence  to  the  contrast,  and  then  to  the  un- 
known. Some  very  learned  men  utterly  fail  as  teachers. 


72  THE  TEACHER    TEACHING. 

They  take  such  tremendous  strides  that  no  pupil  can 
follow  them.  It  is  like  the  father  rushing  up  three 
steps  at  a  time  to  the  top  of  the  staircase.  If  he  would 
lead  his  child,  he  must  be  careful  to  take  but  one  step 
at  a  time.  Let  the  child's  present  knowledge  be  the 
starting-point  for  all  future  acquisitions.  Reading,  or 
even  reciting,  a  lesson,  may  possibly  teach  nothing. 
"  'Tis  in  vain  that  you  make  them  read  the  life  and  doc- 
trines of  the  Saviour,  if  you  do  not  explain  to  them  that 
he  lived  for  their  example,  that  he  died  to  redeem  them, 
and  that  those  doctrines  are  to  govern  them  in  thought, 
word  and  deed."  Care  should  be  taken  to  select  the 
best  plan  of  arranging  the  lesson.  "  The  l)egz7znmg 
should  arrest  attention,  the  7?izddle  inform  the  mind, 
and  the  end  affect  the  heart."  Let  there  be  a  natural 
order  and  method  in  all  your  teaching  ; — one  thought 
gliding  into  and  connecting  with  the  next,  and  so  on. 
In  no  department  of  life  is  system  and  method  of 
more  value,  and  a  child  is  as  much  aided  by  it  as  a 
man.  Robertson  justly  says :  "  Memory  without 
method  is  useless.  Detached  facts  are  practically 
valueless."  Method  is  the  laying  out  of  the  lesson 
and  proceeding  in  its  natural  order  in  conformity 
with  the  uniform  laws  of  the  human  mind.  It  tells 
what  shall  come  first  and  second,  and  puts  everything 
in  its  right  place,  so  that  the  mind  can  take  a  clearer 
grasp,  and  memory  a  more  easy  and  a  more  reten- 
tive hold,  of  the  truths  presented. 

We  should  not,  however,  bind  ourselves  to  any 
one  method  of  teaching,   for  there   is  no   standard 


THE    TEACHER    TEACHING.  73 

mode  alike  adapted  to  difierent  persons  and  lessons. 
The  most  of  our  good  teachers  have  wrought  out 
some  way  of  teaching  in  a  measure  peculiar  to  them- 
selves and  adapted  to  them.  Those  who  can  do  so, 
however,  will  be  able  to  borrow  much  of  value  from 
"  Gall'F  Lesson  System,"  with  its  thorough  analysis, 
numerous  exercises,  exhaustive  doctrines  and  lessons 
of  instruction,  or  from  "  Stow's  Training  System," 
with  its  sympathy  of  numbers,  its  picturing  out  into 
life  and  training  which  will  aid  others,  and  "  Mim- 
priss's  Gospel  Harmony"  will  help  many.  Let  us 
ride  no  hobbies,  but  gather  the  best  suggestions  from 
all  for  our  Sabbath-school  work. 

What  we  want  in  our  Sabbath-schools  is  to  add 
a  sufficiency  of  teaching-power — to  give  efficacy  to 
our  teaching  without  stiffening  it  with  rules  and 
forms. 

A  few  years  ago  hymn-learning,  catechism,  and 
task-lessons  formed  the  staple  of  even  our  Scripture- 
classes.  Now  there  is  a  demand  for  good  Bible- 
teaching,  that  will  equal  the  teaching  of  our  best 
academies  and  colleges.  The  Bible  is  so  adapted 
and  wonderful  as  to  place  us  on  great  vantage 
ground.  We  want  to  know.  How  to  use  it.''  Mr. 
J.  G.  Fitch,  of  the  Normal  College,  London,  has 
given  us  an  admirable  synopsis  of  the  few  simple 
principles  which  underlie  the  great  art,  and  which, 
as  he  justly  obsei"ves,  "  require  to  be  pondered  and 
thoroughly  grasped  by  every  teacher :" 

I.  "Never  to  teach  what  you  do  not  quite  un- 
7 


74  THE  TEACHER    TEACHING. 

derstand."     Clear  knowledge  makes  clear,  pleasant 
teaching. 

2.  "  Never  to  tell  a  child  what  you  could  make 
that  child  tell  you."  He  will  thus  remember  it  ten 
times  as  long. 

3.  "  Never  to  give  a  piece  of  information  without 
asking  for  it  again."  The  mind  cannot  retain  what 
it  does  not  expect  to  be  called  on  for  again,  or  to 
have  a  future  use  for. 

4.  "  Never  to  use  a  hard  word  if  an  easy  one  will 
convey  your  meaning  ;  and  never  to  use  any  word  at 
all  unless  you  are  quite  sure  that  it  has  a  meaning  to 
convey."  Mark — not  "long"  word,  but  "hard" 
word. 

5.  "  Never  to  begin  an  address,  or  a  lesson,  without 
a  clear  view  of  its  end."  Then  aim  high  and  at  the 
mark. 

6.  "  Never  to  give  an  unnecessary  command,  nor 
one  which  you  do  not  mean  to  see  obeyed."  There- 
fore, few  commands ;  for  in  case  you  fail  to  secure 
obedience  the  child  rules  you,  and  not  you  the  child. 

7.  "  Never  to  permit  a  child  to  remain  in  the  class 
for  a  minute  without  something  to  do,  and  a  motive 
for  doing  it."  A  child  wants  something  to  do,  and 
cannot  bear  to  be  idle.     Keep  him  busy. 

Teaching  is  an  art,  and  like  any  other  art,  it  has  to 
be  learned — learned,  too,  by  study,  obsei*vation,  and 
practice.  It  has  its  rules  and  principles.  He  who 
knows  and  practises  them  is  a  good  workman ; 
while  he  who  neglects  them  is  necessarily  inefficient. 


THE    TEACHER   TEACHING.  "]$ 

First,  we  must  get  the  ideas  and  prmciples.  Sec- 
ondly, we  must  imitate  or  copy  the  good  examples  or 
models  ;  and  thirdly,  we  are  to  practise  teaching  ;  for 
the  best  way  to  learn  how  to  teach  is  to  teach.  Said 
Ralph  Wells,  when  asked  how  he  learned  to  teach, 
*'  By  my  mistakes  and  failures."  In  teaching  others 
successfully  we  teach  ourselves  effectively. 

In  seeking  after  our  models  or  examples  to  copy, 
we  need  not,  like  the  artist,  go  to  Italy  in  order  to 
copy  the  great  masters ;  for  the  great  Master  of 
teaching — Christ,  our  Model  Teacher  and  the  teach- 
er's model — is  always  before  us,  and  His  example  is 
perfect.  He  is  "  the  Teacher  come  from  God." 
"  He  spake  as  never  man  spake."  Let  us  notice 
some  characteristics  of  His  teaching : 

1.  He  was  very  instructive.  He  knew  what  was 
in  man,  and  just  how  to  meet  his  wants.  If  our  words 
do  not  instruct,  they  "  are  simply  impertinent."  Do 
our  "  lips  teach  knowledge .?" 

2.  He  was  beautifully  simple^ — child-like,  but 
never  childish ;  so  clear  that  all  could  understand. 
So  our  words  should  be  few,  well-chosen,  simple, 
and  adapted,  softly  and  deliberately  expressed. 

3.  His  teaching  was  highly  illustrative.  So 
should  ours  be.  He  gathered  from  all  the  common 
surroundings  of  life.  The  tiny  sparrow  was  made 
to  illustrate  His  care ;  He  pointed  the  magi  to  the 
stars  ;  the  fishermen  were  to  be  fishers  of  men  ;  He 
taught  a  lesson  to  the  merchant-man  from  the  goodly 
pearl ;  the  water-bearer  was  offered  the  water  of  life  ; 


76  THE  TEACHER   TEACHING. 

while  the  wheat,  the  grain,  the  tares,  the  chaff,  the 
vine,  the  tree,  the  field,  and  almost  every  object, 
taught  the  husbandman  amid  his  daily  toil.  Heaven 
itself  is  represented  by  earthly  things  and  objects  the 
most  valued — by  "  songs,"  "  arches,"  "  harps  of  gold," 
*'  rivers  clear  as  crystal,"  ''  rivers  of  pleasure," 
*'  pearly  gates,"  "  precious  rubies  and  stones,"  etc. 
His  illustrations  always  threw  light  upon  truth — 
never  displaced  it,  as  ours  sometimes  do.  They 
were  drawn  from  everyday  life,  and  so  well  adapted 
that  they  were  joyfully  received  by  the  candid  in- 
quirer. Let  all  Sabbath-school  teachers  herein  copy 
the  Master.  Apt  illustrations  render  truth  more  per- 
manent ;  for  it  is  well  said,  that  the  "  simile,  the  an- 
ecdote, the  fable,  is  sure  to  be  remembered,  and  the 
sentiment  to  which  it  was  linked  is  sure  to  go  with 
it." 

4.  His  teaching  was,  also,  sublimely  courageous. 
"  He  spake  as  one  having  authority."  His  confidence 
in  God  and  in  His  truth  raised  Him  above  fear  and 
doubt. 

5.  His  teaching  was  singularly  adapted.  II 
always  reached  the  heart  and  life. 

6.  His  teaching  was  mingled  with  prayer.  He 
went  out  to  teach ;  He  retired  to  pray.  Let  all 
teachers  imitate  His  example. 

7.  His  teaching  was  closely  applied.  Let  our 
teaching,  also,  be  carried  home  to  the  everyday  life 
of  the  children,  and  applied  closely,  particularly, 
personally,  and  privately  to  specific  errors  and  sins ; 


THE    TEACHER    TEACHING.  *J*J 

for  we  never  should  allow  ourselves  for  a  moment  to 
doubt  that  there  is  no  infirmity  in  manner  or  pur- 
pose, in  habit,  tempei*,  or  character,  amongst  our 
children,  which  the  Sunday-school,  with  its  divine 
text-book,  is  not  abundantly  competent  to  reach  and 
remove. 

Sabbath-school  teaching  should  combine  at  least — 
I .  The  art  of  asking  questions.  2.  Keeping  order. 
3.  The  art  of  securing  attention  and  interesting  the 
pupils.  4.  The  drawing  of  practical  lessons  and  ap- 
plying them  to  the  daily,  common  life.  We  should 
never  undertake  to  teach  a  truth  of  which  we  cannot 
see  and  make  plain  its  uses  ;  certainly  never  convey 
to  our  children  the  idea  that  there  is  any  unimport- 
ant portion  of  revealed  truth.  One  or  two  Bible- 
truths  and  principles  are  generally  better  than  many. 

The  art  of  drawing  lessons  is  much  more  simple 
and  easy  even  for  children  than  most  persons  think. 
The  only  prerequisites  for  drawing  practical  lessons 
are — i.  A  knowledge  of  the  facts.  2.  An  accurate 
perception  whether  they  be  good  or  evil.  If  the 
action  or  precept  be  good,  the  practical  lesson  is  but 
an  echo  of  the  fact ;  if  evil,  avoid.  Imitate  the 
good  and  shun  the  evil.  For  instance :  Cain  and 
Abel  were  industrious ;  from  which  we  learn  the 
duty  to  be  industrious.  Cain  and  Abel  went  up  to 
worship  God ;  from  which  learn  to  copy  their  good 
example  in  going  to  worship  God.  But  Cain  be- 
came angry  and  slew  his  brother ;  from  which  we 
draw  the  lesson  of  warning  and  danger. 
7* 


78  THE    TEACHER    TEACHING. 

Another  important  part  of  a  teacher's  work  may  be 
found  in  Mr.  Fitch's  third  rule,  i.  e.^  Every  teacher, 
before  he  leaves  the  lesson,  should  carefully  call  back 
in  a  child's  ovv^n  language  all  that  he  has  taught  him. 
Without  this  careful,  thorough  review  and  recapitu- 
lation he  cannot  be  sure  that  his  instructions  and  the 
practical  lessons  taught  are  really  received.  A  child 
is,  as  it  were,  compelled  to  remember  wdiat  he  is 
sure  to  be  called  upon  for  again  ;  so  that  we  can 
hardly  overestimate  the  value  of  review  and  recapitu- 
lation. One  superintendent  in  New  York  recently 
reviewed,  by  aid  of  a  black-board,  the  whole  of 
John's  Gospel  with  his  scholars  on  two  consecutive 
Sabbaths.  The  teacher  should  keep  his  eyes  upon 
all  the  class,  and  address  the  class  generally  more 
than  the  individual  members  of  the  class ;  but  be 
ready  to  sympathize  with  each  and  all. 

Never  be  in  a  hurry  with  the  lesson  ;  calmly,  pa- 
tiently, candidly  proceed.  It  is  far  better  to  get  the 
pupils  to  understa7id  the  first  verse  or  a  single 
thought  of  the  lesson,  and  proceed  no  farther,  than 
to  hasten  over  a  dozen  verses. 

Paul  says :  "I  had  rather  speak  five  words  with 
my  understanding,  that  by  7ny  voice  I  might  teach 
others  also,  than  ten  thousand  words  in  an  unknown 
•  tongue."  (i  Cor.  xiv.  19.)  Be  strictly  impartial ;  have 
no  favorites  in  the  school ;  be  tenderly  respectful  to 
the  weaker  ones.  Particular  care  should  be  taken  to 
preserve  order  fully  until  the  close  of  the  school,  for 
then  it  becomes  most  difficult ;  and  after  the  school 


THE  TEACHER    TEACHING.  79 

he  will  retire  to  his  closet  and  commend  his  feeble, 
imperfect  labors  in  prayer  to  God.  He  will  ask  him- 
self the  following  questions  :  "  Does  any  child  leave 
me  to-day  with  a  clear,  simple  view  of  one  truth  of 
the  gospel  of  Jesus  Christ?"  and,  "  Is  it  a  matter  per- 
fectly understood  between  me  and  my  pupils  to-day 
that  I  am  seeking  their  conversion  to  God  at  this 
time.,  and  under  my  instructions  ?"  He  will  then  think 
over  the  events  of  the  hour,  and  commence  his 
preparation  for  his  next  lesson.  During  the  week 
the  Sabbath-school  teacher  will  find  something  to  do 
every  day.  On  one  evening  he  will  visit  an  ab- 
sentee, or  look  up  a  new  scholar ;  on  another,  visit 
some  of  the  parents ;  then  attend  a  social  meeting,  or 
the  teachers'  meeting,  and  on  another  call  to  interest 
one  to  become  a  new  teacher.  He  gets  one  boy  a 
place  to  work,  and  another  he  introduces  into  the 
public  school ;  gives  his  scholars  his  name  and  resi- 
dence on  a  card,  and  endeavors  in  all  ways  to  prove 
himself  to  be  a  warm-hearted,  sympathizing  Chris- 
tian friend. 

The  teacher's  life  is  the  life  of  his  teaching.  His 
character,  manners,  habits,  dress,  and  associations,  all 
exert  an  Influence  of  great  power  upon  his  pupils 
and  upon  his  fellow-teachers  ;  and  he  will  do  well  to 
ndopt  the  noble,  disinterested  Christian  motto:  "If 
meat  make  my  brother  to  offend,  I  will  eat  no  flesh 
while  the  world  standeth ;"  or  if  the  theatre,  or 
dancing,  or  tobacco,  or  the  wine-cup,  or  cards,  or 
any  minor  evil,  lessen  my  influence  as  a  Christian 


8o  THE    TEACHER    TEACHING, 

teacher,  I  will  cheerfully  abandon  them  at  once  and 
for  ever.  "Be  ye  holy  in  all  manner  of  conversa- 
tion and  godliness." 

Examples  of  Teaching. 

In  appending  some  examples  or  lessons  in  teach- 
ing, I  have  selected  two  varieties  from  the  "  Gall"  or 
"  Lesson  System,"  of  which  the  late  James  Gall,  of 
Edinburgh,  was  the  author.  I  have  done  so,  first, 
because  it  is  a  system  and  conforms  to  all  good  rules 
of  teaching  ;  secondly,  because,  having  used  it  for  more 
than  a  quarter  of  a  century,  I  have  found  it  to  be  of 
more  value  to  the  teacher  and  interest  to  the  children 
than  any  or  all  others,  if  varied  and  adapted  with  a 
sound  discretion ;  and,  thirdly,  because  there  are 
more  suggestions  in  it  to  teachers  than  any  other ;  in 
fact,  it  includes  all  others.  Particular  care  must  be 
taken  not  to  attempt  too  much.  Never  attempt  to  use 
the  whole  te?i  exercises  on  any  one  Sabbath  lesson, 
or  pursue  the  same  order.  Generally  use  the  cate- 
chetical, the  explanations,  and  the  lesson  every  Sab- 
bath. In  some  lessons  five  or  six  can  be  used.  All 
are  suggestive. 

The  great  leading  principle  of  the  system  is  to 
teach  the  use  of  knowledge — not  to  communicate 
information  merely,  but  to  train  the  young,  by  cer- 
tain definite  rules,  to  make  use  of  all  the  information 
they  receive.  The  first  lesson  here  given  is  for 
younger  classes ;  the  second  for  more  advanced : 


THE   TEACHER   TEACHING,  8l 

Lesson  No.  i. 

As  taugJit  by  the  "  Gall  Lesson  System.^* 

(Matt.  viii.  1-3.) 

"When  he  was  come  down  from  the  mountain,  great  multi- 
tudes folloived  him.  And  behold,  there  came  a  leper  and 
ivorshipped  him,  saying,  Lord,  if  thou  vjilt  thou  canst  make 
me  clean.  And  Jesus  put  forth  his  hand,  and  touched  him, 
saying,  I  will ;  be  thou  clean.  And  immediately  his  leprosy 
was  cleansed.^'' 

Who  came  down  from  the  mountain.?  From  what  did 
Jesus  come  down.?  What  happened  when  Jesus  came  down 
from  the  mountain.?  Who  followed  him.?  Whom  did  the 
multitudes  follow.? 

Who  came  to  Jesus .?  To  whom  did  the  leper  come .?  What 
did  the  leper  do  when  he  came  to  Jesus.?  Whom  did  the 
leper  worship.?  When  did  the  leper  worship  Jesus .?  What 
did  the  leper  call  Jesus.?  Whom  did  the  leper  call  Lord.? 
What  did  the  leper  say.?  If  who  would.?  What  could  Jesus 
do  if  he  would.?  What  did  the  leper  say  Jesus  could  do.? 
Who  could  make  him  clean.? 

What  did  Jesus  do .?  Who  put  forth  his  hand .?  What  did 
Jesus  put  forth.?  What  did  Jesus  do  when  he  put  forth  his 
hand .?  Who  touched  him .?  Whom  did  Jesus  touch .?  When 
did  Jesus  touch  the  leper.?  What  did  Jesus  say.?  Who 
would .?  What  was  the  leper  to  be .?  Who  said  he  was  to  be 
clean .? 

What  happened  when  Jesus  said  he  was  to  be  clean.? 
What  was  cleansed.?  Whose  leprosy  was  cleansed.?  When 
was  the  man's  leprosy  cleansed .?  By  whom  was  the  man's 
leprosj'^  cleansed .? 

How  many  circumstances  are  mentioned  in  this  passage .? 
(Nine.)  What  is  the  first?  {Multitudes  folio-wed  Jesus 
tvken  he  came  down  from  the  mountain.^  What  does  that 
F 


82  THE  TEACHER   TEACHING. 

teach  jou  ?    Lesson. — We  should  follow  Jesus,  and  talie  every 
opportunity  of  receiving  his  instructions. 

What  is  the  second  circumstance  here  mentioned?  {A 
leper  came  to  Jesus  to  be  healed  of  his  leprosy. ^  What  does 
that  teach  you?  Lesson. — We  should  apply  to  Jesus  the 
Saviour  to  be  healed  of  the  leprosy  of  sin. 

What  is  the  third  circumstance  mentioned  in  this  passage? 
{The  lej)er  worshipped  Jesus.)  What  does  that  teach  you? 
Lesson. — We  should  worship  the  Lord  Jesus  Christ  as  the 
Son  of  God  and  our  only  Saviour. 

What  is  the  fourth  circumstance  here  mentioned?  {The 
leper  doubted  the  ivillitigness  of  Christ  to  cure  him.)  What 
does  that  teach  you?  Lesson. — We  should  never  doubt  the 
willingness  of  Christ  to  do  us  good  and  to  save  our  souls. 

What  is  the  fifth  circumstance  mentioned  in  this  passage? 
(  The  leper  expressed  his  faith  in  Christ's  ability  to  cure  him.) 
What  does  that  teach  you?  Lesson. — We  should  cherish  in 
our  hearts  a  firm  belief  of  Christ's  ability  to  save  us  to  the 
uttermost. 

What  is  the  sixth  circumstance  mentioned  in  this  passage? 
{Jesus  put  forth  his  hand  and  only  touched  him.)  What 
does  that  teach  you?  Lesson. — Jesus  is  able  to  save  us 
either  by  the  use  of  means  or  without  them. 

What  is  the  seventh  circumstance  mentioned  in  this  passage  ? 
{Jesus  assured  the  leper  of  his  'willingness.)  What  does 
that  teach  you?  Lesson. — We  should  assure  doubting  in- 
quirers of  Christ's  willingness  as  well  as  ability  to  save  them. 

What  is  the  eighth  circumstance  mentioned  in  this  pas- 
sage? {Jesus  immediately  commanded  a  cure.)  Lesson. — 
None  will  ever  seriously  apply  to  Jesus  in  vain. 

What  is  the  ninth  circumstance  mentioned  in  this  pas- 
sage ?  (  The  leprosy  ivas  itnmediately  cleansed.)  What  does 
that  teach  you?  Lesson. — God  is  able  instantly  to  cure  the 
most  inveterate  diseases  of  both  body  and  soul. 


THE   TEACHER   TEACHING,  83 

Exj>lanation  of  Words  to  precede  the  Lessons. 
Mountain, — High  hill.  Multitudes, — Number  of  people. 
Followed, — Went  after.  Behold,— Toko,  notice.  Leper, — 
Man  troubled  with  the  disease  called  leprosy.  Worship- 
ped,—Va.\d  divine  honors  to.  PF///f,— Pleaseth.  Canst, — 
Art  able  to.  Clean, — Free  from  this  disease.  Put  forth, — 
Stretched  out.  Touched, — Laid  it  upon.  Clean, — Healed. 
Immediately, — At  the  very  instant.  Leprosy, — Disease. 
Cleansed^ — Healed  or  cured. 

Lesson  No.  2. 
As  taught  by  the  "  Gall  Lesson  System!^ 

Note. — Only  a  part  of  the  ten  exercises  given  are  to  be  used  in  any  one 
lesson. 

Question.  What  does  God  require  of  all  those  who  will 
be  saved.-* 

Answer.  God  requires  from  those  who  will  be  saved,  true 
faith  in  his  Son  Jesus  Christ;  true  repentance  of  all  their 
sins ;  and  a  new  and  sincere  obedience  to  all  his  command- 
ments, from  love  to  Him  yvhofrst  loved  us. 

I.    Verbal  and  General  Exercise. 

What  does  God  require  from  those  who  will  be  saved?  Who  requires  true 
feith?    From  whom  does  God  require  true  faith?    Who  will  be  what? 

What  kind  of  faith  does  God  require  ? 

In  whom  are  we  to  have  true  faith  ?  Who  is  Jesus  Christ?  Whose  Son  is 
Jesus  Christ?    Who  is  the  Son  of  God? 

What  does  God  require  besides  true  faith  ?  What  kind  of  repentance  does 
God  require  ?    From  whom  does  God  require  true  repentance  ? 

Of  what  are  they  to  repent  ?    Of  how  many  of  their  sins  must  they  repent? 

What  does  God  require  besides  faith  and  repentance  ?  From  whom  does 
God  require  new  and  sincere  obedience  ? 

What  kind  of  obedience  does  God  require  ?  What  is  it  to  be  new  and  sin- 
cere ?  To  what  does  God  require  obedience  ?  To  whose  commandments  are 
we  to  give  obedience?    How  many  of  God's  commandments  are  we  to  obey? 

From  what  are  we  to  obey  God's  commandments  ?  Whom  are  we  to  love  ? 
What  are  we  to  do  from  love  to  God?  What  did  God  do  to  us?  Whom  did 
God  love?    Who  loved  us?    When  did  God  love  us? 


84 


THE   TEACHER   TEACHING. 


2.  Ntimerical  Exercise. 


How  many  things  does  God  require  from  those  who  will  be  saved  ?    (  Three.— 

I.  Faith.     2.  Repentance.     3.  Obedience.)    What  is  the  first?  etc. 
How  many  things  are  here  stated  with  respect  to  faith?    {Two. — i.  It  is  to  be 

a  true  faith.     2.  It  is  to  be  faith  in  Jesus  Christ.) 
How  many  things  are  here  stated  with  respect  to  repentance?    {Two. — i.  It  is 

to  be  a  true  repentance,     2.  It  is  to  be  a  universal  repentance.)    What  is  the 

first  ?  etc. 
How  many  things  are  here  stated  with  respect  to  obedience?    {Four. — i.  It  is 

to  be  a  new  obedience.     2.  A  sincere  obedience.     3.  It  is  to  be  a  universal 

obedience.    4.  It  is  to  be  an  obedience  founded  upon,  and  flowing  from,  love.) 

What  is  the  first?  etc. 

3.  Doctrines  Sej>arated. 

How  many  doctrines  are  contained  in  this  answer?  {Four. — 1.  God  requires 
true  faith  from  all  who  will  be  saved.  2.  God  requires  true  repentance. 
3.  God  requires  a  new  and  sincere  obedience.  4.  God  requires  us  to  obey  all 
his  commandments  from  a  principle  of  love.)    What  is  the  first?  etc. 

4.  Explanations  and  Illustrations. 

Requires,  asks,  or  demands.  Saved,  delivered  from  the  power  and  conse- 
quences of  sin.  Faith,  belief,  and  assured  confidence.  Christ,  the  anointed 
Saviour.  Repentance,  sorrow  for,  and  hatred  of,  sin.  All,  the  whole  of  A 
new,  not  the  former,  but  a  better.  Sincere,  a  pure,  simple,  and  honest.  Obedi' 
ence  to,  submission  to,  and  ready  compliance  with.  Commandments,  wishes, 
and  orders.  From,  arising  out  of  Him,  God.  First  loved  us,  had  previously 
showed  his  love  to  us  by  sending  his  Son  to  die  for  us. 

5.  Doctrines  Proved. 

(i.)  God  requires  true  faith  from,  all  who  will  he  saved. — Mark  xvi.  16. 
He  that  believeth,  and  is  baptized,  shall  be  saved ;  but  he  that  beUeveth  not 
shall  be  damned. 

(2.)  God  requires  true  repefitance. — Luke  xiii.  3.  Except  ye  repent,  ye  shall 
all  likewise  perish. 

(3.)  God  requires  new  and  sincere  obedience. — Rom.  vi.  17.  But  ye  have 
obeyed  from  the  heart  that  form  of  doctrine  which  was  delivered  you. 

(4.)  God  requires  us  to  obey  all  his  commandments  front  a  principle  of 
love. — John  xiv.  15.     If  ye  love  me,  keep  my  commandments. 

6.  Lessons  from  the  Doctrines. 

From  these  doctrines  we  learn, 
(i.)  That  we  should  beware  of  unbelie£ 


THE   TEACHER    TEACHING.  ^S 

(2.)  That  we  should  hate  and  forsake  sin. 

(3.)  That  our  obedience  to  God  should  be  cheerful  and  constant. 

(4.)  That  all  our  duties  should  be  done  to  please  God  rather  than  ourselves. 

7.  Application  of  the  Lessons. 
Of  what  should  we  beware?  (i.) 
What  should  we  hate  and  forsake?  (2.) 
What  should  be  cheerful  and  constant?  (3.) 
''Vhom  should  we  seek  to  please  in  the  performance  of  duty?  (4.) 

8.  Devotional  Exercise  {from  the  Answer.) 
Petition. — Bestow  upon  us,  we  beseech  thee,  those  graces  which  thou  re- 

quirest  from  all  those  who  will  be  saved.  Give  to  each  of  us  true  feith  in  thy 
Son  Jesus  Christ,  true  repentance  of  all  our  sins,  and  a  new  and  sincere  obedi- 
ence to  all  thy  commandments,  arising  from  love  to  thee  who  hast  first  loved  us. 

9.  Devotional  Exercise  {from  the  Lessons.') 

O  Lord,  may  we  always  be  upon  our  guard,  (i.)  and  constantly  beware  of 
falling  into  the  sin  of  unbelief  May  we  sincerely  repent  of  all  our  transgres- 
sions, (2.)  and  heartily  hate  and  forsake  all  sin.  And  grant  that  (3.)  our  obedi- 
ence to  thee  may  be  cheerful  and  constant;  and  that  (4.)  all  our  duties  may  be 
done  to  honor  and  obey  thee,  rather  than  to  please  ourselves. 

10.  Paraphrase  forjned. 

God  [asks  or  demands] y^^^w  those  who  will  be  [delivered  from  the  power  and 
consequences  of  sin,]  true  [belief  and  assured  confidence]  in  his  Son  Jesus,  fthe 
anointed  Saviour,]  true  [sorrow  for,  and  hatred]  of,  [the  whole  of]  their  sins, 
and  [not  the  former,  but  a  better]  and  [a  pure,  simple,  and  honest]  submission 
to  and  ready  compliance  with]  all  his  [wishes  and  orders,]  [arising  out  of,  and 
proceeding  from,]  love  to  [God,]  who  [had  previously  showed  his  love  to  us,  by 
sending  his  Son  to  die  for  us.] 

Other  Modes  of  Teaching. 

There  are  also  various  other  modes  of  teaching 
that  can  be  used  on  different  lessons.  One  plan  is 
to  raise  the  questions  Who.''  What.'*  When.''  and 
Where  } 

Another  is  to  take  the  letters  P.  P.  D.  D.  D.  D., 
8 


86  THE   TEACHER   TEACHING. 

the  two  P's  and  four  D's,  and  inquire  for  P-ersons^ 
P-laces.,  Zf-ates,  D-oings^  D-octrines^  and  D-uties. 
Another  still  is  to  take  the  word  '-'•  F-i-d-d-l-e-r ^'  as  a 
mnemonic  for  the  teacher's  use.  The  first  letter,  7^, 
will  remind  him  to  call  on  the  children  to  tell  him 
what  facts.,  and  how  many,  are  to  be  found  in  the 
first  verse  or  in  the  lesson.  The  next  letter,  /,  may 
j)rompt  him  to  call  for  inferences  or  instructions. 
The  letter  d  repeated  would  remind  him  to  ask  for 
the  doctrines  and  duties.,  I  will  call  for  lesso7zs^  e  for 
examples.,  and  r  for  rebukes.  This  will  give  active 
employment  to  the  children — a  thing  which  they 
delight  in,  and  it  will  aid  the  teacher  in  the  difficult 
but  sublime  work  of  teaching  divine  Truth. 


XL 

ILLUSTRATIVE   TEACHING. 

O  illustrate  is  to  throw  light  upon,  to  illum- 
ine, to  make  clear  and  plain.     Illustration 
has,  also,  a  decorating  power  as  well  as  an 
enlightening   power. 

Illustrative  teaching  is  not  merely  entertaining 
or  amusing  the  children  with  stories  and  anec- 
dotes, but  may  comprise  them  incidentally.  Expla- 
nation appeals  to  the  understanding,  while  illustra- 
tion appeals  to  the  observation  of  the  young.  Says 
one  writer:  "It  is  by  illustration  alone,  which  ap- 
peals to  their  observation,  that  ideas  are  conveyed 
to  children's  minds."  Anecdotes  and  stories  are 
generally  too  long  for  Sunday-school  teaching,  and 
the  danger  is  that  they  will  overshadow  the  truth. 
Illustrative  teaching  should  be  employed  in  the  Sab- 
bath-school to  make  divine  truth  glow  and  become 
plainer,  clearer,  and  better  understood — nothing  else. 
It  must  never  displace  the  lesson,  but  be  held  in  strict 
subordination  to  it.  Illustrations  of  divine  truths 
are  very  useful — in  fact,  indispensable ;  but  danger- 

87 


88  ILLUSTRATIVE   TEACHING. 

ous,  unless  well  guarded  so  as  never  to  withdraw 
attention  from  the  Bible. 

This  was  one  of  our  divine  Saviour's  chosen 
modes  of  teaching,  as  we  see  in  the  beautiful  parable 
of  the  sower,  and,  in  fact,  in  almost  all  of  His  inimit- 
able parables.  Mankind,  as  well  as  children,  delight 
in  this  form  of  instruction.  Says  Mr.  Groser,  in  his 
excellent  work  on  this  subject :  "  Children  have  a 
passion  for  details  and  revel  in  analogies.  Mark 
their  fondness  for  stories^  however  frivolous  ;  word- 
pictures^  however  meagre,  and  comparisoiis^  how- 
ever   commonplace."      Tupper   says: 

"Principles  and  rules  are  repulsive  to  a  child,  but  happy 

illustration  winneth  him. 
In  vain  shalt  thou  preach  of  industry  and  prudence  till  he 

learn  of  the  bee  and  ant. 
Dimly  will  he  think  of  his  soul,  till  the   acorn  and  the 

chrysalis  have  taught  him. 
He  will  fear  God  in  thunder,  and  worship  His  loveliness 

in  flowers. 
And  parables  shall  charm  his  heart,  while  doctrines  seem 

dead  mystery." 

Illustration  is  something  laid  alongside  of — parallel 
— for  comparison,  and  should  be  short,  obvious,  and 
appropriate.  There  must  always  be  something  to 
illustrate. 

For  instance  :  If  we  were  teaching,  "  Take  us  the 

foxes,  the  little  foxes,"  etc.,  we  could  illustrate  the  dan- 

i  ger  and  influence  of  little  evils  or  sins  by  saying : 

'  Chemists  tell  us  that  a  single  grain  of  iodine  will  color 


ILLUSTRATIVE   TEACHING.  89 

7000  times  its  weight  in  water ;  so  a  little  sin  may 
discolor  and  destroy  a  good  character.  A  ruined  man 
once  said :  "  It  was  that  ten  minutes  on  the  street- 
corner,  reading  a  bad  book,  that  destroyed  my 
whole  life."  ''  It  was  that  penny  I  stole  when  a 
very  young  boy,"  said  an  old  man,  "  that  sent  me 
four  times  to  prison,  and  confined  me  twenty-eight 
years  out  of  sixty  of  my  life,  and  all  for  stealing  less 
than  thirty-eight  dollars." 

Or  if  the  lesson  was,  ''  No  man  can  serve  two 
masters,"  etc.,  let  the  teacher  say  :  "  The  other  day 
I  saw  two  men  together  walking  down  the  avenue, 
and  a  little  dog  was  running  behind  them ;  so  they 
went  on  for  a  while,  and  I  wondered  to  which  of 
them  the  dog  belonged.  When  they  came  to  the 
corner  of  a  certain  street  they  shook  hands  and  went 
opposite  ways.  Then  I  saw  at  once  to  which  of 
them  the  little  dog  belonged.  He  could  not  follow 
both  ;  so  he  trotted  after  his  master.  So,  dear  chil- 
dren, it  is  with  you  ;  you  may  try  to  be  Christ's  ser- 
vants and  the  servants  of  Satan  at  the  same  time,  but 
it  will  be  in  vain ;  '  You  cannot  serve  God  and 
mammon.'" 

If  on  the  subject  of  falsehood,  we  would  impress 
our  pupils  with  the  fact  that  the  degree  does  not 
affect  criminality.  An  apt  illustration  will  be  found 
in  "  Eve  and  the  forbidden  fruit." 

The  Bible  is  full  of  perfect  examples,  if  rightly 
selected.  "  Old  Humphrey,"  the  English  writer  for 
children,  abounded  in  pertinent  illustrations.  I  copy 
8* 


90  ILLUSTRATIVE   TEACHING. 

one :  "  Think  not  that  because  you  look  like  other 
teachers  or  scholars,  and  undertake  the  same  duties, 
that  no  difference  is  seen  by  those  around  you.  You 
may  look  alike  and  be  altogether  different." 

Illustration  i.  "I  came  to  two  frozen  ponds,  so 
much  alike  in  size  and  form  that  at  the  first  view  one 
might  have  been  regarded  as  the  counterpart  of  the 
other.  This  was,  however,  very  far  from  being  the 
case  ;  for,  after  making  a  hole  in  the  ice,  I  found  one 
to  be  only  a  few  inches  deep,  while  with  my  stick  I 
could  not  reach  the  bottom  of  the  other." 

2.  "I  picked  up  two  walnuts  as  they  lay  among 
the  dry  leaves,  under  the  tree  on  which  they  had 
grown  ;  both  were  large,  and  I  thought  that  each 
would  be  good  ;  but,  no  !  one  was  altogether  hollow, 
while  the  other  contained  a  capital  kernel." 

3.  "I  bought  two  apples  at  a  fruit-stand — ruddy 
and  ripe  ;  I  do  not  believe  the  man  who  sold  them  to 
me  could  have  pointed  out  any  difference  between 
them  ;  and  yet,  for  all  this,  when  I  came  to  turn  them 
around  and  examine  them,  I  found  one  of  them  to 
be  firm  and  sound,  and  the  other  rotten  to  the  very 
core." 

"  As  it  was  with  the  ponds,  the  walnuts,  and  the 
apples,  so  it  may  be  with  you.  Some  are  shallow, 
while  others  have  depth  of  understanding ;  some 
have  depth  of  understanding,  while  others  are  shal- 
low ;  some  are  full  of  knowledge,  while  others  are 
empty ;  and  some  are  firm  and  to  be  relied  upon, 
while  others  are  unsound  at  their  hearts." 


ILLUSTRATIVE   TEACHING.  91 

These  are  short  and  very  simple,  but  excellent  and 
to  the  point. 

The  Bible  is  full  of  perfect  examples  of  illustra- 
ti\^e  teaching.  The  parables  are  mostly  of  this  order. 
The  parable  of  the  sower,  with  the  field  and  hus- 
bandman before  him,  as  is  probable,  is  a  striking  ex- 
amp  e  of  illustrative  teaching.  In  the  gospels,  how 
constantly  our  Saviour  began  His  parables  with, 
"  The  kingdom  of  heaven  is  likened  unto,"  or  is 
"  like^^  etc.  Said  an  old  divine  to  a  young  preacher  : 
''  I  see  you  do  not  follow  Christ's  example  in  your 
preaching ;  for  you  have  no  '  likes '  in  your  ser- 
mons." Do  we  liken  Bible  truth  to  something  with 
which  our  scholars  are  familiar,  and  thus  help  them 
to  understand  it.? 

Illustrations  abound  all  around  us.  Some  years 
ago  there  was  published  a  work  entitled  "  Spiritual 
Honey  from  Natural  Hives."  I  do  not  know  but 
it  is  now  out  of  print ;  but  it  contained  no  less  than 
258  illustrations  of  various  passages  of  Scripture — 
all  drawn  from  the  honey-bee,  and  most  of  them 
were  valuable.  For  example  :  "  Mercy  comes  natu- 
rally from  God,  like  honey  from  the  bee  ;  but  justice, 
like  the  sting,  only  when  she  is  provoked."  "  If 
nature  teaches  the  bee  not  only  to  gather  honey  out 
of  sweet  flowers,  but  out  of  bitter,  shall  not  grace 
teach  us  to  draw,  even  out  of  the  bitterest  condition, 
something  to  better  our  souls.?"  "Many  hate  not 
sin,  nor  fly  from  it,  because  it  is  sin;  but  as  children 
do  bees  ;  not  because  they  are  bees,  but  because  they 


92  ILLUSTRATIVE   TEACHING. 

have  a  sting.  So  do  these  persons  flee  from  sin  ;  not 
because  it  is  sinful^  but  because  it  is  hurtful'^ 

The  following  convey  important  lessons  to  Bible- 
students  :  "  If  you  do  but  take  and  pierce  God's 
word,  and  do  but  stay  upon  it,  as  the  bee  doth  on 
the  flower,  and  will  not  off  till  you  have  got  some- 
thing out  of  it ;  if  you  still  be  digging  in  this  mine, 
this  will  make  you  rich  in  knowledge  ;  and  if  you 
be  rich  in  knowledge,  it  will  make  you  rich  in 
grace."  Finally :  "  Some  use  flowers  only  for  the 
beauty  or  the  smell ;  the  physicians,  for  health  ;  the 
bees,  for  honey  ;  so  do  wise  and  prudent  persons  ap- 
ply their  studies  for  the  enriching  and  feeding  of 
their  minds." 

The  late  eloquent  Rev.  Dr.  Payson  was  accus- 
tomed to  illustrate  under  the  form  of  apt  suf posi- 
tions. For  instance,  said  he  :  "  Suppose  you  wished 
to  separate  a  quantity  of  brass  and  steel  filings  mixed 
together  in  one  vessel ;  how  would  you  effect  this 
separation?  Apply  a  loadstone,  and  immediately 
every  particle  of  iron  will  attach  itself  to  it,  while 
the  brass  filings  remain  behind.  Thus,  if  we  see  a 
company  of  true  and  false  professors  of  religion,  we 
may  not  be  able  to  distinguish  them  ;  but  let  Christ 
come  among  them,  and  all  His  sincere  followers  will 
be  attracted  towards  Him,  as  the  steel  is  drawn  to 
the  magnet,  while  those  who  have  none  of  His  spirit 
will  remain  at  a  distance."  Again  :  On  a  visit  to  a 
weeping  mother,  who  refused  to  be  comforted  for  the 
loss  of  a  beloved  child;   "  Suppose,  now,"  said  he, 


ILL  US  TRA  TIVE   TEA  CHING,  93 

"  some  one  was  making  a  beautiful  crown  for  you  to 
wear,  and  that  you  knew  it  was  for  you,  and  that 
you  were  to  receive  it  and  wear  it  as  soon  as  it  should 
be  done  ;  now,  if  the  maker  of  it  were  to  come,  and 
in  order  to  make  the  crown  more  beautiful  and  splen  • 
did,  were  to  take  some  of  your  jewels  to  put  into  it, 
should  yo'j  be  sorrowful  and  unhappy  because  they 
were  taken  away  for  a  little  while,  when  you  knew 
they  were  going  to  make  up  your  crown  ?  He  can 
take  better  care  of  them  than  you  could."  The 
mother  smiled  through  her  tears  at  the  thought  that 
her  jewel  was  taken  from  her  but  for  a  season,  and 
said,  in  meek  submission  :  "  The  Lord  gave,  and  the 
Lord  hath  taken  away  ;  blessed  be  the  name  of  the 
Lord." 

The  question  here  arises.  From  whence  shall  Sun- 
day-school teachers  gather  illustrations  for  use?  I 
reply,  generally,  everywhere,  and  from  everything ; 
but  to  particularize  :  i.  From  the  home-surroundings, 
circumstances,  and  home-life  of  the  pupils.  2.  Facts 
and  incidents  that  are  constantly  occurring  around 
us.  "  Facts  are  the  arguments  of  God,"  said  Rev. 
Dr.  Chalmers.  3.  History,  biography,  and  geogra- 
phy— sacred  and  profane.  4.  Agriculture,  horticul- 
ture, and  botany.  5.  Proverbs,  maxims,  wise  say- 
ings, and  poetry.  6.  Emblems,  similes,  metaphors, 
etc.     7.  Science  and  art ;   manners  and  customs. 

I  need  not  extend  this  list,  for  these  will  readily 
suggest  many  others  to  the  teacher. 


XII. 
PICTORIAL   TEACHING. 


ICTORIAL  teaching  is  only  a  slightly  differ- 
ent form  of  Bible  illustration,  and,  there- 
fore, will  appropriately  follow  the  previous 
subject. 

It  presents,  first,  pictures  and  maps  to  the  pupils 
for  examination,  in  order  that  they  may  get  a  clearer 
view  of  truth.  It  consists,  secondly,  more  particu- 
larly in  picturing  out  in  words,  or  in  vivid,  graphic 
description,  so  that  the  truth  will  appear  real  to  the 
imagination  of  the  child.  It  awakens  interest  and 
deepens  impression,  and  all  good  teachers  avail 
themselves,  more  or  less,  of  its  power. 

"  But,"  says  a  quiet  teacher,  "  all  this  must  be 
graphically  done."  I  reply  :  "  Of  course  it  must ;" 
and  the  answer  returns :  "  Well,  I  can't  use  it, 
then,  for  I  am  not  graphic."  I  will  give  all  such 
teachers  a  recipe  that  will  render  them  always 
graphic  with  children.  If  they  would  dwell  clearly 
and  plainly  on  all  the  little  details  in  their  descrip- 
tions to  children,  they  will  always  be  graphic.  The 
imaginations  of  scholars  of  ten  or  twelve  years  of 
94 


PICTORIAL    TEACHING,  95 

age  are  so  vivid  that  much  of  the  teacher's  powder 
over  them,  to  interest  and  impress  truth,  v^ill  de- 
pend largely  upon  this  power  of  "  word-picturing." 
Words  containing  objects  largely  should  be  most 
used,  instead  of  a  mass  of  sentiments  and  principles. 
Let  the  objective  words  preponderate. 

The  following  statement  embraces  about  a  dozen 
words  in  principles : 

"It  was  David's  duty  to  know  the  w///  of  God,  and  as  he 
had  great  /a it /i  in  the  divine  power,  he  went  forth  without 
reluctance  to  meet  the  foe,  and  the  result  was  the  death  of 
Goliath." 

Let  us  now  transpose  the  sentence  into  objects 
mainly,  and  it  will  not  be  difficult  to  see  which  will 
make  the  clearest  and  best  impression  upon  chil- 
dren's minds : 

"Young  David  stood  in  the  valley  and  slung  a  stone  into 
the  forehead  of  the  giant,  Goliath,  and  he  fell  dead  upon  the 
ground." 

Abbott  gives  many  illustrations.     He  says  : 

"You  tell  a  man,  '  He  went  down  to  the  shore,  and  got 
into  a  boat  and  pushed  off.'  You  would  interest  a  child 
more  if  you  say,  '  He  went  down  to  the  shore  and  found  a 
boat  there.  One  end  of  the  boat — the  front  part,  which 
they  call  the  bow — was  up  against  the  shore,  a  little  in  the 
sand.  The  other  end  was  out  of  the  water,  and  moved  up 
and  down  gently  with  the  waves.  There  were  seats  across 
the  boat,  and  two  oars  lying  upon  the  seats.  The  man 
stepped  upon  the  bow  of  the  boat;  it  was  fast  in  the  mud.' 


9^  PICTORIAL   TEACHING, 

And  so  on,  describing  the  water  under  one  end,  and  sand 
under  the  other;  the  one  end  rocking  and  rattling  the  oars, 
and  the  man  walking  back  and  pushing  the  boat  off,"  etc. 

Be  exceedingly  minute,  therefore,  with  little  chil- 
dren. In  all  the  details  which  you  describe  take 
very  short  steps,  and  take  each  one  distinctly.  The 
Bible  narratives  are  wonderfully  adapted  to  good  pic- 
torial teaching.  Bible  emblems,  which  so  abound, 
must  be  carefully  pictured  out ;  as,  "  The  Lord  God 
is  a  sun  and  shield,"  a  "  rock,"  and  "  refuge."  "  As 
the  hart  panteth,"  etc.  Detail  it  so  as  to  make  the 
scene  as  real  as  possible  to  the  child,  and  enable  him 
to  see  the  hart,  the  mountain,  the  water  brooks,  etc. 
Suppose  you  were  on  the  lesson  of  the  apprehension 
and  trial  of  Christ : 

"  Children,  see  that  crowd  of  people  wending  their  way 
through  the  streets  of  Jerusalem !  Some  of  them  carry 
torches  or  lanterns  in  their  hands;  others  have  staves  or 
swords.  See,  in  the  midst  of  them  there  walks  one  who  looks 
very  kind,  but  very  sorrowful.  Who  is  it?  It  is  Jesus.  The 
multitude,  led  on  bj'  the  cruel  priests,  have  just  been  to  the 
garden  of  Gethsemane  and  hurried  him  away  from  His  dis- 
ciples; and  now  they  are  going  to  take  Him  before  their 
rulers,  that  they  may  have  Him  put  to  death.  Then  des- 
cribe the  High  Priest,  Pilate,  and  Herod ;  the  judgment 
hall,  the  drops  of  blood,  the  soldiers,  and  crown  of  thorns ; 
the  cross,  the  angry  cries  of,  "  Crucify  Him !" 

All  this  must  be  done  with  care  and  exactness,  and 
before  adopting  it  the  teacher  must  make  himself 
very  familiar  with  every  part,  so  as  never  to  hesitate 


PICTORIAL    TEACHING.  97 

or  labor  in  it ;   and  then  afterward  call  it  all  back  by 
questions,  in  the  children's  own  language. 

Again  :  Suppose  you  wished  to  make  a  lasting  im- 
pression on  a  child  while  developing  a  single  impor- 
tant thought ;  as,  for  instance,  the  omniscience  of 
God.  Talk  candidly  to  the  child  somewhat  as  fol- 
lows : 

"Mary,  do  you  know  that  God  knows  all  things?  He 
saw  Adam  and  Eve  when  they  hid  themselves  in  the  trees 
of  the  garden.  He  saw  Moses  when  he  lay  in  his  little  ark 
by  the  side  of  the  river.  He  saw  Timothy  when  his  mother 
taught  him  to  read  the  Bible.  He  sees  every  person  in  the 
world  just  now.  You  know  in  Africa  there  are  a  great  many 
millions  of  men  and  women.  They  are  black.  They  are 
called  negroes.  God  sees  them  all,  and  he  sees  the  mission- 
aries who  are  there  teaching  them  God's  word ;  and  at  the 
very  same  moment  he  sees  all  the  people  of  this  country, 
and  every  person  in  this  town.  He  sees  you,  Mary.  He 
saw  you  when  you  were  a  little  babe  in  your  cradle ;  he  sees 
you  at  all  your  plays,  and  in  Ihe  school ;  he  knows  what  you 
say,  and  what  you  think ;  he  sees  every  tear  that  falls  from 
your  eye,  and  every  smile  that  plays  on  your  cheek;  he 
hears  you  sing  his  praises;  and  when  you  pray,  Mary,  God 
listens  to  everything  that  you  ask;  and  when  you  lie  down, 
and  the  room  is  dark  and  still,  and  there  is  nothing  moving 
but  your  pulse,  and  nothing  heard  but  your  breathing,  then 
God  sees  you,  for  the  darkness  and  the  light  are  both  alike 
to  Him." 

Thus  dwell  amply  on  a  thought  until  you  associate 
it  in  the  child's  mind  with  many  circumstances.  For 
Bible-classes,  of  course,  a  teacher  would  not  descend 
to  all  the  details  of  some  of  these  examples,  yet  in 


98  PICTORIAL    TEACHING. 

every  age  and  class  be  graphic  and  life-like  in  word- 
picturing.  The  parables  of  the  prodigal  son,  and  of 
the  good  Samaritan,  are  divinely  beautiful  examples 
of  pictorial  teaching,  for  w^hen  our  Saviour  vs^anted 
to  impress  love  to  our  neighbor  he  fictured  out  for 
us  the  beautiful  story  of  the  good  Samaritan. 

The  following  example  is  from  "  David  Stow's 
Bible-training,"  published  in  Edinburgh,  and  is  the 
*'  Training  System"  pictured  out  in  words  : 

Exa7nple. 

"As  the  hart  panteth  after  the  water  brooks,  so  panteth 
my  soul  after  thee,  O  God."  Ps.  xlii.  i.  The  more  common 
way  that  the  pious  teacher  or  parent  takes,  is  to  pass  over 
the  emblem,  and  at  once  proceed  with  the  spiritual  lesson — 
thns  beginning  at  the  end — without  any  natural  picture 
having  been  presented  to  the  mind's  eye  of  the  pupils,  by 
which  they  may  be  assisted  to  the  analogy — as  and  so,  as 
the  Natural,  so  the  Spiritual — which  is  so  uniformly  done 
by  the  Spirit  of  God  in  Scripture. 

Points  in  the  Natural  Picture  to  he  brought  out. 
I.  Some  points  in  the  natural  history  of  the  hart — differ- 
ent names  given  to  the  animal — swiftness  of  foot — where 
generally  lives.  2.  Frequently  hunted.  3.  Where  to  flee  to 
in  a  mountainous  country,  as  Judea,  when  pursued — hills  or 
valleys.  4.  Heat,  drought,  dust — effect  on  the  animal,  par- 
ticularly after  running — thirst.  5.  Running  about  seeking 
for  water — increasing — not  merely  a  drink,  but  a  brook, 
where  it  may  plunge  in  as  well  as  drink.  6.  "Why,  then,  a 
brook,  and  not  a  stream  } — picture  out  a  brook.  7.  Brooks 
more  likely  to  be  found  in  plains — but  animal  pursued 
there.     8.  The  hart,  heated  and  thirsty,  therefore /a«/5 — 


PICTORIAL    TEACHING.  99 

what  is  panting?  9.  Has  the  hart  ever  bathed  in  water 
brooks  before?  If  not,  would  it  have  panted  and  longed  for 
it?  The  full  picturing  out  of  these  points  (even  in  the  in- 
complete and  imperfect  manner  that  can  be  done  on  paper) 
would  greatly  exceed  our  limits.  The  natural  picture  or  con- 
dition of  the  hart  being  visible  to  the  minds  of  the  children, 
the  analogy  to  the  circumstances  in  which  David  was  placed 
will  appear,  viz.,  pursued  by  his  enemies,  and  especially  by 
his  own  son,  Absalom — fleeing  to  the  mountains  for  safety 
— away  from  the  sanctuary,  etc.,  etc.  He,  no  doubt,  on  see- 
ing the  harts  near  him  panting  and  seeking  for  water  brooks, 
mournfully  and  longingly  expressed  himself:  "  So  panteth 
my  soul  after  thee,  O  God." 

Teacher. — I  must  tell  you,  children,  before  we  commence 
our  lesson,  that  it  is  supposed  this  psalm  was  written  by 
David,  who  was  obliged  to  flee  from  his  enemies  to  the  land 
of  Jordan,  and  that  when  there  he  probably  took  up  his 
abode  in  the  mountains,  away  from  the  public  worship  of 
.  .  .  G<?^'5 //<?«5e,  and  seeing  the  harts  running  .  .  .  Where? 
about  the  hills,  and  panting  for  thirst,  most  likely  induced 
hirn_to  use  the  .  .  .  What  metaphor  or  emblem  did  he  use? 
Look  at  your  books.  David  says:  "As  the  hart  panteth 
after  the.  .  .  .  -water-brooks  (read  on,  children),  so  panteth 
my  soul  after  thee,  O  God, " 

The  first  thing  we  must  speak  about  in  this  picture  is  the 
.  .  .  hart.  What  is  a  hart?  Can  you  tell  me  any  other 
names  given  to  the  hart?  Stag^deer— gazelle — roe.  Very 
right;  these  are  the  names  given  to  .  .  .  this  animal,  or 
.  .  .  species. 

Well,  the  name  of  this  animal  or  .  .  .  species,  is  called 
.  .  .  the  hart.  Is  it  a  slow  or  quick  moving  animal? 
Swift.  It  runs  .  .  .  very  svjiftly.  What  countries  do  harts 
chiefly  live  in  ?  Mountainous  countries.  Why  do  you  think 
so?  The  Bible  says,  '■'■  Like  a  young  roe  ufon  the  moun- 
tains:'    And  a  young  roe  is  .  .  .  a  young  hart.     Well,  that 


loo  PICTORIAL  TEACHING. 

is  one  proof  that  they  live  in  the  mountains ;  but  can  they 
live  in  the  plains  ?  Tes^  sir;  they  live  in  plains  in  getitlemen' s 
parks,  which  are  sometimes  .  .  .  plain,  or  nearly  .  .  . 
level.  Very  well ;  but  when  allowed  to  roam  and  run  about 
freely  and  .  .  .  naturally,  they  .  .  .  prefer  the  mountains. 
Is  the  hart  spoken  of  in  the  psalm  supposed  to  live  in  a 
warm  or  cold  country,  think  you?  A  ivarm  country.  Why? 
.  .  .  Bring  down  the  map,  children,  and  show  the  country 
or  countries  you  suppose  to  be  meant.  (The  map  of  Palestine 
is  presented.)  Point  out  those  parts  you  think  harts  live  in. 
You  think  the  Psalmist  means  .  .  .  the  mountainous  parts 
of  Palestine.  And  Palestine  is  .  .  .  What  sort  of  a  coun- 
try? Mountai?zous  country,  and  .  .  .  very  hot.  Now,  we 
must  get  smartly  on.  The  hart  lives  in  ...  a  hot  country, 
and  in  the  mountainous  parts  of  ...  a  hot  country.  How 
does  the  sun  shine?  Over  head,  nearly  perpendicular,  and, 
therefore,  the  great  part  of  the  year  the  ground  must  be  .  .  . 
very  hot  and  dry.  In  what  state  will  the  soil  be?  Parched 
and  dusty.  And  in  mountainous  countries,  where  the  sun  is 
very  hot,  what  happens  to  the  streams  or  brooks?  The 
brooks  dry  up.  It  is  then  a  dry  and  .  .  .  thirsty  land,  and 
where  .  .  .  no  water  is.  If  you  turn  in  your  Bible  to  Job 
vi.  15,  it  is  said :  *'  And  as  the  stream  of  brooks  they  pass 
away,"  —  showing  that  the  brooks  in  that  hot  climate  are 
.  .  .  very  apt  to  pass  away,  or  .  .  .  dry  up. 

Tell  ine,  children,  what  you  mean  by  panting?  Show  me 
what  panting  is?  This  boy  thinks  it  is  simply  opening  the 
mouth.  (Take  nothing  for  granted.)  Have  you  ever  seen  a 
dog  walking  in  a  very  hot  and  dusty  day,  after  having  run 
a  long  way?  Tes,  sir;  it  opefis  its  mouth.  Does  it  simply 
open  its  mouth,  a?  this  boy  did?  It  pants,  this  way.  It  feels 
uneasy  Why  uneasy?  Because  it  is  weary  and  thirsty. 
Weary  and  thirsty  from  .  .  .  the  heat;  and  a  thirsty  dog, 
that  is  weary  and  very  .  .  .  hot,vfon\di — what  would  it  wish? 
To  have  a  drink,  or,  perhaps,  to  .  .  .  plunge  in  the  brook. 


PICTORIAL  TEACHING.  lOI 

Of  what  had  the  hart  drank  before  ?  The  brooks.  Well,  the 
hart  having  both  drank  of  .  .  .  i/ie  brook,  Q.nd  .  .  .  plunged 
in  the  brook  before,  longed  and  .  .  .  panted  to  do  so  again. 
In  this  sad  condition,  therefore— heated  and  .  .  .  thirsty, 
and  running  about,  .  .  .  panting — how  would  ♦^he  hart  feel? 
Would  he  be  satisfied  to  lie  down?  No,  sir;  very  anxious. 
And  what  more?  Longing  and  panting  for  -water.  Not  at 
rest,  because  it  .  .  .  felt — the  .  .  .  'wa7it  of  something  it 
could  not  get  at  .  .  .  tJiat  time  /  and  that  was  .  .  the  -water 
brooks. 

Now,  let  us  look  at  the  verse,  and  see  in  what  state  or 
.  .  .  condition  the  hart  is  supposed  to  be.  Repeat  it,  if  you 
please,  each  word,  separately,  slowly,  and  distinctly.  "  As, 
the,  hart,  panteth,  after,  the,  water,  brooks."  What  is  a 
brook  ?  A  clear  stream — not  a  muddy,  stagnant .  .  •  pool. 
Do  you  think  the  hart  had  drank  of  a  brook  before?  Yes; 
else  it  -would  not  have  panted  for  it.  What  makes  the  hart 
so  very  thirsty?  Because  it  runs  about  the  hills,  'where  there 
is  no  -water.  And  as  the  hart  opens  .  .  .  its  mouth,  and 
.  .  .  pants  for  -water,  and  runs  about,  it  raises  the  .  .  . 
What  do  you  think  it  raises?  The  dust  into  its  mouth.  And 
what  does  the  dust  do?  Increases  its  thirst,  and  causes  the 
hart  to  long  more  for  .  .  .  the  brooks — which  are  now  .  .  . 
dried  up — or,  perhaps,  at  a  .  .  .  great  distance.  What 
would  you  expect  the  hart  to  do  were  it  to  reach  a  brook? 
Drink  plentifully — and,  also,  .  .  .  plunge  into  the  -water. 
Why?  To  cool  and  .  .  .  refresh  itself.  The  application, 
or  spiritual  lesson,  is  by  recalling  the  hart,  on  the  moun- 
tains, hunted  by  dogs,  shot  at  by  arrovjs,  hot  and  thirsty, 
fanting  for  Tvater  brooks,  for  a  plunge-bath,  and  drink. 
So,  David  fleeing  on  the  mountains  for  life,  pursued  by  ene- 
mies, lo7igi?ig  for  safety,  and  for  the  public  worship  of  God 
at  Jerusalem,  ^a«//«^  for  the  Lord's  house,  where  God's  la-w 
was  read,  and  the  true  God  was  worshipped,  etc.  He  de- 
sired, longed  for,  panted,  prayed  for  God,  the  living  God, 
9» 


I02  PICTORIAL  TEACHING. 

Children,  ^o  you  so  long  for,  and  J>af2i  after  God,  the  living 
God?  etc.,  etc. 

Another  form  of  pictorial  teaching  is,  after  ques- 
tioning the  lesson  out  of  the  scholars,  and  then  in 
again,  and  explaining  all  the  words,  etc.,  to  paint 
imaginary  pictures  of  the  events  described  in  the 
lesson.  Thus,  in  a  lesson  from  Matt.  xiv.  22-33, 
taught  by  the  Rev.  Edv^ard  Eggleston,  of  Chicago, 
he  said  to  the  first  pupil :  "  Carrie,  suppose  that  you 
were  a  painter  with  your  canvas  before  you,  what 
picture  would  you  draw  from  the  22d  verse .?"  She 
replied,  "  Christ  sending  his  disciples  and  the  multi- 
tudes away."  ''Mary,  what  from  the  23d  verse?" 
"  Christ  on  the  mountain,  alone,  in  prayer."  "Jane, 
what  from  the  24th  verse  ?"  "  The  ship  tossed  with 
the  waves."  "  Lily,  what  from  verse  25 .?"  "Jesus 
walking  on  the  sea."  The  next,  "Peter  sinking, 
Jesus  saving ;"  and  then,  "  The  sea  calm,  all  safe  in 
the  ship,  worshipping  Jesus."  From  these  the  les- 
sons drawn  are  "  Secret  prayer,"  "  Looking  to  Jesus 
for  help  in  danger,"  "  Not  seeking  danger,"  and  that 
"Jesus  is  God,"  to  control  the  wind  and  waves.  The 
doctrine  is  the  Divinity  of  Christ :  "  Of  a  truth,  thou 
art  the  Son  of  God." 

"  Pictorial  Teaching,"  by  Hartley  and  Groser,  on 
Illustrative  Teaching,  further  illustrates  these  subjects. 


XIIL 


OBJECT-TEACHING. 

HIS  is  presenting  an  object  to  look  at,  for 
the  purpose  of  getting  a  clearer  and  more 
perfect  view  of  the  truth  taught.  It  is  sim- 
ply calling  to  our  aid  the  eye.  The  eye  is  one  of  our 
two  great  learning  senses.  It  has  been  called  "  the 
king  of  the  senses,"  and  it  is  emphatically  so  with 
children  ;  for  little  children  learn  the  most  that  they 
do  learn  through  the  eye.  Bunyan  quaintly  says : 
"  Come  to  the  mind  and  soul  through  Eye-gate  as 
well  as  through  Ear-gate."  This  is  the  most  pleasant 
and  effective  way  of  giving  and  receiving  some  kinds 
of  knowledge.  It  cultivates,  also,  the  important 
habit  of  close  and  accurate  observation.  Says  the 
Rev.  Dr.  Hill,  the  President  of  Harvard  University : 
"It  is  the  thought  of  God  in  the  object  that  stimu- 
lates the  child's  thought."  The  great  object  is  to 
teach  the  child  more  than  you  can  express  in  words. 
In  illustration,  he  says :  "  I  was  walking  yesterday 
with  my  little  girl,  and  showing  her  plants,  insects, 
and  birds  as  we  walked  along.  We  were  looking  at 
lichens  on  the  trees,  when  she  suddenly,  and  without 

103 


1 04  OBJE  C  T-  TEA  CHING. 

hint  from  me,  said :  '  The  maples  have  different 
Hchens  from  the  ash.  I  mean  to  see  if  I  can  tell 
trees  by  their  trunks,  without  looking  at  their  leaves.' 
So  for  a  long  distance  she  kept  her  eyes  down,  say- 
ing to  the  trees  as  she  passed:  'Elm,  maple,  ash, 
pine,'  etc. — never  failing.  The  difference  was  easy 
to  see^  but  the  difference  could  not  have  been  so  well 
expressed  in  words.^' 

Our  schools  of  public  instruction  are  largely  using 
this  mode  of  teaching  in  the  early  years  of  school- 
life,  with  great  gratification  to  the  children,  and,  also, 
with  great  success.  The  size,  form,  shape,  color, 
origin,  and  uses  of  many  articles  are  thus  taught, 
incidentally  weaving  in  spelling,  reading,  and  a  vast 
amount  of  useful  knowledge.  If  this  were  all,  how- 
ever, it  would  hardly  avail  much  in  our  Sabbath- 
schools  above  the  infant  class.  But  we  apprehend 
that  in  some  particular  Sabbath-school  lessons,  but 
not  in  all,  object-teaching  can  be  used  to  great  ad- 
vantage by  all  classes  and  conditions  of  scholars. 
Never  force  or  crowd  object-teaching,  however,  upon 
any  lesson. 

The  simple  difference  between  object-teaching  and 
illustrative  teaching  is  this  :  If  you  were  teaching  on 
the  words  "  Though  your  sins  be  red  like  crimson, 
they  shall  be  as  wool,"  in  illustrative  teaching, 
we  should  tell  the  children  that  the  Turkey-red 
dyes  are  so  firm  that  no  bleacher's  salts  will  make 
them  white,  and  therefore,  we  make  the  Turkey-red 
rags   into  pink   blotting-paper ;    in   i?(5y^c/-teaching, 


OBJE  C  T-  TEA  CHING.  1 05 

we  hold  up  the  Turkey-red  calico,  explain  it,  and 
then  sJiow  the  pink  blotting-paper — making  it,  by 
help  of  the  two  objects  and  the  explanation,  more 
impressive  with  children.  In  fact,  there  are  lessons 
that  cannot  be  plainly  taught  without  the  use  of  ob- 
jects. They  need,  however,  to  be  used  with  discre- 
tion ;  and  upon  Bible  lessons  only  on  those  that  will 
make  the  truths  better  understood. 

We  have,  however,  the  highest  authority  for  the 
use  of  objects  in  teaching  religious  truths.  Our 
Saviour  himself  practised  this  mode  of  teaching.  It 
will  be  remembered  that  when  the  crafty  Scribes 
and  Pharisees  sought  to  entangle  him  in  his  talk, 
and  proposed  the  question — "  Master,  is  it  lawful  to 
give  tribute  unto  Caesar  or  not.?"  he,  perceiving 
their  wickedness,  said  :  '^  Why  tempt  ye  me,  ye  hypo- 
crites.'* Show  me  the  tribute-money.  And  they 
brought  unto  Him  a  penny."  Why  did  the  divine 
Redeemer,  who  never  did  a  superfluous  thing,  or 
spoke  a  superfluous  word,— why  did  He,  who  is  in- 
finite in  wisdom,  call  for  this  penny.?  We  may 
safely  reply.  Because  it  was  divinely  best  and  need- 
ful. He  wanted  to  bring  to  bear  the  two  great  learn- 
ing senses,  to  wit,  seeing  and  hearing.  He  then 
directed  the  eyes  of  these  scheming  men  to  the  coin, 
with  this  pointed  question  :  "  Whose  is  this  image 
and  superscription  .?  They  said  unto  him,  Caesar's." 
Then  came  the  inimitable  application  of  the  lesson 
— without  which  every  lesson  is  a  failure — viz. : 
"  Render  therefore  unto  Caesar  the  things  which  be 


lo6  OBJECT-TEACHING. 

Caesar's,  and  unto  God  the  things  which  be  God's." 
We  are  told  that "  when  they  had  heard  these  words, 
they  marvelled,  and  left  him,  and  went  their  way." 
The  lesson  was  conclusive. 

At  another  time,  you  remember  that  our  Saviour 
*'  called  a  little  child  unto  him  and  set  him  in  the  midst 
of  them,"  to  teach  his  disciples  the  answer  to  their 
query,  "  Who  is  the  greatest  in  the  kingdom  of  hea- 
ven .?"  Here  the  little  child  was  the  object.  The  les- 
son is  obvious  to  all.  Even  in  the  memorial  service  of 
our  Saviour's  death,  he  called  for  two  objects — the 
bread  and  the  wine.     It  was  divinely  necessary. 

We  may  seem  almost  to  see  the  same  divine 
Teacher  bending  forward  and  pointing  his  disciples 
to  the  beautiful  flowers  at  his  feet,  exclaiming: 
"  Behold  the  lilies  of  the  field,"  or  look  at  the  "  fowls 
of  the  air,"  or  see  "  the  fields  white  unto  the  har- 
vest," or  the  falling  sparrow,  or  the  fig-tree,  and  a 
multitude  of  similar  objects  all  around  them,  which 
were  used  by  him  in  his  wonderful  teaching,  and 
with  such  success  that  they  were  led  to  exclaim : 
"  Never  man  spake  like  this  man."  The  whole  of 
the  types  and  ceremonies  in  the  Old  Testament  were 
1,'ut  a  magnificent  series  of  this  mode  of  object-teach- 
ing. This  is  the  whole,  in  substance,  of  object- 
teaching.  It  is  Christ's  mode  and  the  prophet's  way 
of  teaching.  "  It  is  nature's  teaching,"  says  a  teacher 
at  our  side.  There  is  no  teaching,  scarcely,  that  is 
not,  in  some  sense,  object-teaching.  Said  the  Rev. 
Dr.  Chester,  when  describing  good  teaching :  "  This 


OBJE  C  T-  TEA  CHING.  107 

is  object-teaching,  as  all  good  teaching  of  the  young 
is.  You  must  take  their  measure  if  you  would  fit 
the  garment  of  truth  to  them."  Objects  for  teaching 
lie  all  over  nature  as  clearly  as  in  cubes  and  squares 
and  octagons.  It  keeps  each  child  pleasantly  and 
profitably  employed.  It  is  calling  the  eye  and  senses 
to  our  aid  in  affecting  the  mind  and  heart.  The  eye 
is  our  first  teacher.  Hence  it  is  indispensably  neces- 
sary in  an  infant  class  to  have  plenty  of  objects. 
Every  good  mother  and  good  juvenile  class-teacher 
will  make  great  use  of  the  eye  and  action  and  mo- 
Hon  to  teach  and  impress  the  great  truths  of  the  les- 
son upon  the  little  ones.  Use  the  eye  more,  and 
make  your  words  few  and  well  chosen.  "  Present  to 
the  children  things  before  words^  or  ideas  before 
names. ^^  Even  in  manners  and  morals  let  \kiQ^erson^ 
life  and  tongue  of  the  teacher  be  the  "  object." 
"  She  openeth  her  mouth  with  wisdom,  and  in  her 
tongue  is  the  law  of  kindness." 

Here  is  an  art  that  every  teacher  should  become 
facile  in,  i.  e.^  looking  up  and  using  objects  that  will 
serve  our  purpose  in  teaching ;  and  for  this  reason, 
he  should  always  wear  his  "  Sunday-school  specta- 
cles." A  sprig  of  evergreen,  or  a  bit  of  a  vine 
picked  from  the  bush  as  we  pass  our  garden-gate  for 
the  Sunday-school,  may  serve  to  illustrate  the  duty 
of  "  abiding  in  Christ"  as  the  branch  must  abide  in 
the  vine.  A  little  flower  or  grass,  or  a  falling  leaf, 
will  illustrate,  through  the  eye,  the  brevity  of  life, 
and  that  "we  all  do  fade  as  a  leaf."     Even  a  pin 


Io8  OBJE  C  T-  TEA  CHING. 

may  be  used  as  an  object,  from  whence  lo  draw  les- 
sons as  to  the  value,  use,  and  importance  of  little 
thhzgs.  When  the  pin  is  crooked  and  rendered  use- 
less, we  can  with  it  rebuke  crooked  tempers  or 
crooked  tongues  or  characters. 

A  child  may  be  led  to  see  "  the  whole  ^rmor  of 
God"  in  a  picture  of  an  old  knight  with  his  'Miel- 
met,"  ''  shield,"  "  breastplate,"  and  "  sword."  A 
plaster  cast  of  a  faithful  dog,  loving  doves,  little 
Samuel  in  prayer,  or  David  with  his  shepherd's  staff, 
have  all  been  frequently  used  to  teach  divine  lessons. 
A  specimen  of  good  fruit  will  teach  us  to  bring  forth 
good  fruit — to  be  fruit-bearers  ;  and  the  showing  of  a 
watch  may  be  made  the  means  of  much  valuable 
instruction  to  children. 

But  we  must  sum  up  some  of  the  leading  things 
which  may  be  used  in  Sunday-school  object-teaching, 
viz. : 

1.  Natural  objects. 

2.  Texts,  cards,  etc. 

3.  Maps,  charts,  etc. 

4.  Pictures  and  drawings. 

5.  Word-painting,  or  pictorial  teaching  by  aid  of 
the  imagination. 

6.  Parables,  parallels,  etc. 

7.  Portable  slates  and  paper. 

8.  The  blackboard,  which  furnishes  ample  facili- 
ties for  object-teaching. 


OBJE  C  T-  TEA  CHING,  1 09 

Object  Lessons  in  Brief  Notes. 

Exa77iples, 
Ihe  following  is  an  outline  lesson  on  a  picture- 
print  of 

David  and  Goliath,    i  Sam.  xvii. 

Ps.  xviii.  32 :  Success  is  from  the  Lord. 

First.  Remarks  and  questions  on  the  print.  Ask  the  chil- 
dren to  point  out  the  two  principal  figures — to  tell  jou  what 
difference  thej  observe  in  Ihem;  one  is  an  immense  man — 
a  giant;  the  other  a  young  lad.  The  difference  in  their 
dress — one  is  clad  in  armor,  with  helmet,  shield,  and  spear; 
the  other  has  a  light  dress,  with  a  crook,  a  sling,  and  a  bag. 
Let  them  describe  the  manner  and  action  of  each.  The 
giant  looks  fierce  and  angry,  raising  his  spear  and  clench- 
ing his  enormous  fist.  The  lad  appears  calm  and  gentle ; 
casting  his  look  upwards,  he  points  to  heaven.  For  what 
purpose  do  they  seem  to  be  met?  How  can  the  youth  escape 
so  great  and  powerful  an  enemy.''  Where  can  he  look  for 
help,'*  Ask  the  children  what  they  would  do  under  the  cir- 
cumstances. 

Secondly.  The  narrative.  Give  the  children  an  account 
from  the  Bible  of  Goliath's  size  and  his  armor,  and  let 
them  see  how  complete  the  latter  was.  Read  to  them  how 
he  defied  the  armies  of  the  living  God,  and  challenged  any 
to  combat  with  him.  Who  is  able  to  stand  against  so 
mighty  an  enemj^?  All  the  Israelite  soldiers  are  afraid.  At 
last  a  slender  youth  comes  forward  and  offers  himself.  How 
is  he  prepared  for  the  contest?  What  makes  him  so  bold? 
Read  verses  32-37.  He  trusts  in  the  Lord.  It  is  His  cause 
in  which  he  fights.  This  is  David.  See  how  he  prepares 
himself  (verse  40).  His  spirit  is  shown  in  verses  45,  46. 
10 


I  lO  OBJE  C  T-  TEA  CHING. 

Success  was  with  David  (see  48-50).  Contrast  the  ap- 
pearance of  the  two,  their  different  preparation  and  their 
spirit. 

Lesson.  David  fought  in  the  name  of  the  Lord,  trusted  in 
His  strength,  and  sought  His  glorj.  How  can  we  imitate 
him.'*  All  sin,  all  evil,  is  the  enemy  of  the  Lord  :  we  must 
fight  against  them  in  His  strength  and  seeking  His  glory, 
and  He  will  make  us  more  than  conquerors. 

Different  Objects. 

1.  I.  Object,  a  Leaf.  Children,  what  do  I  hold  in  my 
hand.-*  A  leaf .  What  can  you  tell  me  about  it.-*  One  says 
it  has  form;  others,  color,  substance,  length,  breadth,  thick- 
ness, brafiches  in  its  frame  like  the  tree,  all  different,  etc.,  etc. 
What  is  a  leaf.?     The  clothitig  of  trees.  Gen.  viii.  11. 

2.  What  does  the  Bible  say  about  a  leaf  or  leaves.?  Shall 
not  wither,  Ps.  i.  3 — be  green,  Jer.  xvii.  8 — not  fade,  Ezek. 
xlvii.  12 — fadeth,  Is.  i.  30— sewed  fig-leaves,  Gen.  iii.  7 — 
cast  their  leaves.  Is.  vi.  13 — fair,  Dan.  iv.  12,  21 — nothing 
but  leaves,  Mark  xi.  13 — putteth  forth  leaves,  Mark  xiii.  28. 
Enlarge  and  illustrate  any  points. 

3.  See  Rev.  xxii.  2 :  And  the  leaves  of  the  tree  were  for 
the  healing  of  the  nations. 

See  bad,  poisonous  leaves.     Upas  tree,  poison-ivy,  etc. 
See.  good  leaves. — Sassafras,  balsam,  wintergreen,  etc. 
The  leaves  of  the  Bible  are  for  the  healing  of  the  nations, 
etc. 

Corrupt  leaves  or  bad  books  blight  and  destroy. 

II.  Object,  a  Grapevitie  with  cluster  of  fruit.  Cut  branch 
will  not  unite  again  with  the  vine.  Prune  so  as  to  produce 
fruit,  otherwise  will  run  to  leaves.  Taste  of  good  fruit.  See 
fruits  of  the  Spirit,  Gal.  v.  22,  love,  joy,  peace,  etc.  How 
bear  such,  etc. 

III.  Object,  a  Pin.  Sharp,  straight,  and  shining.  How 
many  for  a  penny.?     Thirty  persons  to  make  it.     So  little 


OBJE  C  T-  TEA  CHING, 


III 


and  cheap,  not  valued.  So  of  common  blessings — air,  light, 
water.  Feel  your  pulse.  Not  live  without  it.  So  learn  to 
value  little  things. 

See  its  value  in  need,  as  in  storms,  cold,  etc.  So  value 
Bible,  health,  school,  church,  etc.,  while  you  have  them. 

Bend  it,  and  it  becomes  crooked^ — so  crooked  tejnpers, 
tongues^  etc. 

IV.  A  Sprig  of  Evergreen,  broken  off,  may  teach  us  to 
abide  in  Christ. 

V.  Salt,  as  a  grand  preservative.  A  Rotten  Apple,  in- 
fluence and  decay. 

VI.  Flowers,  so  beautiful  and  frail.  A  pansy  may  teach 
humility,  a  daisy,  cheerfulness,  a  rose,  goodness  and  virtue., 
a  lily,  purity,  etc. 


XIV. 
THE   BLACKBOARD. 


E  would  not  undertake  to  conduct  a  Sab- 
bath-school without  a  good  blackboard. 
The  great  object  of  it  is  to  direct,  to  concen- 
trate, and  to^A:  the  attention,  sympathies,  and  prayers 
of  the  whole  school  upon  that  portion  of  the  word 
of  God  which  is  embodied  in  the  great  practical 
thought  of  the  lesson.  It  is  affectingly  interesting  to 
see  a  whole  school,  teachers  and  scholars,  banishing 
their  worldly  thoughts,  and  raising  their  eyes  and 
hearts  apparently  up  to  the  great  warm  thought  of 
God,  as  they  cross  the  threshold  of  the  school-room, 
and  see,  in  clear,  distinct  letters  on  the  blackboard, 
the  key-note  of  the  lesson  for  the  day ;  as,  ^'My  son, 
give  me  thy  heart."  "Son,  go  work  to-day  in  my 
vineyard."  "The  soul  that  sinneth,  it  shall  die." 
"I  will  arise  and  go  to  my  father."  "Have  faith  in 
God."  "All  waiting  for  Jesus."  "Flee  from  the 
wrath  to  come."  "About  my  Father's  business." 
"  The  blood  of  Jesus  Christ  his  Son  cleanseth  us  from 
all  sin."     "Founded  on  a  rock,"  etc. 

Blackboards  have  long  been  used  in  public  schools 

112 


THE  BLACKBOARD.  II3 

with  great  advantage,  but  have  only  been  adopted  in 
Sunday-schools  during  the  last  decade  of  years. 
They,  however,  prove  to  be  so  well  adapted  and 
useful  that  they  are  meeting  with  universal  approval, 
and  are  fast  coming  into  general  use.  We  think  a 
blackboard  should  be  used  in  every  Sabbath-school, 
on  every  Sabbath,  by  every  superintendent,  and  on 
every  lesson ;  for  the  dullest  superintendent,  in  city 
or  country,  can  plainly  write  or  print  one  thought 
from  the  word  of  God  on  the  blackboard,  and  thus 
fix  the  eye  and  concentrate  the  thought  and  heart  of 
the  otherwise  careless,  upon  the  lesson. 

We  have  often  seen  the  noisiest  boys  of  the  city 
calmed  by  this  means  into  thoughtfulness  and  interest 
in  the  lesson.  Sometimes  colored  crayons  are  used 
to  attract  as  well  as  to  impress.  The  names  of  the 
Deity  are  sometimes  carefully  written  in  crayon  of 
one  color,  while  wrath,  sin,  etc.,  may  be  put  in 
another  color,  say  red, 

A  map,  drawn  by  the  superintendent  or  pastor  on 
the  blackboard  in  the  presence  of  the  school,  will  have 
many  times  the  effect  that  it  will  have,  if  we  point  to 
a  regular  map.  A  cross  of  two  rough  marks  made  by 
a  teacher  on  a  slip  of  paper,  to  illustrate  the  lesson, 
will  interest  a  child  more  than  will  a  jewelled  cross, 
— it  was  made  by  teacher. 

Frequently    the    superintendent   or    teacher    will 

write  down  the   answer,  or  the  main  word  of  the 

answers  of  the  children  on  the  blackboard,  and  this 

will  interest  them  greatly.  A  teacher  can  use  a  piece 

10*  H 


114  THE  BLACKBOARD. 

of  white  paper  to  write  or  draw  on  for  the  scholars 
of  a  private  class.     A  few  points  must  be  heeded — 

1.  Do  not  put  any  but  well-digested,  important 
words,  thoughts,  and  objects  on  the  blackboard. 

2.  Write  or  draw  as  plainly,  neatly,  and  correctly 
as  possible.     Do  not  write  too  much. 

3.  Let  all  the  exercises  of  the  school  bear  directly 
towards  the  one  great  thought  of  the  lesson. 

Thus  let  the  freshest  and  most  prominent  object 
in  the  school-room  aid  the  teacher  and  superin- 
tendent, through  the  use  of  the  eye,  in  their  great 
work. 

A  word  of  caution  is  needed,  however,  concerning 
the  use  of  the  blackboard.  Sometimes  it  has  been 
made  to  appear  quite  ridiculous  by  a  fanciful  and 
perverted  use  of  it.  The  only  justifiable  use  of  the 
blackboard  in  a  Sabbath-school  is  in  order  to  make 
Bible  truths  more  clear  and  attractive  in  the  eyes  of 
teachers  and  scholars.  Men  of  good  taste,  as  well 
as  those  having  tact  and  ingenuity,  can  and  do  use 
the  blackboard  with  power  in  various  ways.  For 
instance,  some  years  ago  I  saw  a  lesson  taught  in 
Ralph  Wells's  school — and  many  of  my  examples 
originated  with  him — from  the  text  in  Matt.  v.  16: 
"  Let  your  light  so  shine,"  etc.  This  was  plainly 
written  on  the  board,  while  on  one  side  was  drawn 
a  figure  of  a  light-house,  with  the  rays  of  light  shin- 
ing forth  from  the  lamp.  The  superintendent  in  a 
review  pressed  the  question,  "  How  are  we  to  let 
our  light  shine,  according  to  the  lesson,  '  So  shine }'  " 


THE  BLACKBOARD.  1 15 

— and  very  soon  the  children  said  they  were  to  let  their 
light  shine  by  "  being  pure,"  "  meek,"  "  merciful," 
etc.,  and  soon  the  beatitudes  were  each  written  on 
the  separate  rays  from  the  light-house  lamp. 

At  another  time  I  noticed  the  text,  "  Founded  on 
a  rock,"  together  with  the  figure  of  a  house  firm  on 
a  rock,  and  another  house  crumbling  and  falling 
down  "on  the  sand."     See  to  the  foundation. 

A  catechism  lesson  on  the  question,  "  What  is 
sin .?"  was  placed  on  the  board  "  My  sin" 

Examples  of  Blackboard  Exercises, 
The  following  examples  are  given  as  suggestive  of  several 
different  lines  of  use  to  vv'hich  the  blackboard  may  be  put : 

The  substance  of  a  lesson  in  the  6th  chapter  of  Matthew 
was  once  put  upon  the  board  in  two  words,  "  Outside"  and 
*'  Inside,"  the  children  being  asked  to  examine  the  chapter 
and  tell  what  to  write  on  the  blackboard ;  at  the  end  of  the 
address  the  board  appeared  as  follows,  each  specification 
having  been  vividly  illustrated  by  an  incident : 


Outside. 

Inside. 

Alms. 

Alms. 

Prayer. 

Fasting. 

Treasures. 

Prayer. 

Fasting. 

Treasures. 

Another  good  lesson  on  the  board  is  to  take  one  of  the 
commafidments,  for  instance,  the  "Third  Commandment." 
Raise  three  questions  and  get  the  children  to  fill  out  the 
answers  as  follows : 


ii6 


THE  BLACKBOARD. 


The  Third  Commandment, 


How  broken. 
Swearing. 
Oh  gracious ! 
Make  fun  of  the  Bible. 
Praying  careless. 
Singing  and  not  think- 
ing. 


Why  broken. 
Get  mad. 
Don't  think. 
Think  it's  big. 
Careless. 
Wicked. 


W7ty  not. 
'Tain't  right. 
No  use. 
Bible  says  we 

mustn't. 
Mean. 
Ungentlemanly. 


The  following  lesson  has  been  successfully  given  by  the 
Rev.  Mr.  Ostrander,  of  Albany: 

Thou 
Shalt 
call 
His 

name 


Believe  on 
The      Lord 


Christ  and  thou 
shalt  be  Saved. 


for  He 
shall 
save 
His 

people 
from 
their 

SINS. 


Where  ought  Jesus  to  be  ?    Ans.  In  the  heart. 

Where  did  he  get  his  name?  Ans.  From  the  angel. 
(Matt.  i.  21.) 

Why  was  this  name  given  }    Ans.  (Matt.  i.  22.) 

How  does  he  save  from  sin.?  Ans.  "Believe  on  the  Lord 
Jesus  Christ." 


THE  BLACKBOARD, 


117 


Other  points  of  instruction  and  application  may  be  de- 
rived from  the  careful  study  of  the  above  arrangement. 

The  follow^ing,  by  E.  D.  Jones,  of  St.  Louis,  teaches  a 
lesson  from  the  text,  John  xii.  32  :  "And  I,  if  I  be  lifted  up 
from  the  earth,  will  draw  all  men  unto  me."  First,  Notice 
the  influences  God  uses  to  draw  men  :  i.  The  Holy  Spirit. 
2.  The  Bible.  3.  The  Churches.  Secondly,  Look  at  their 
relations:  i.  As  a  Helper.  2.  As  a  Teacher.  3.  As  a 
Trainer.  Thirdly,  Look  at  the  chief  work  of  these  agents  : 
I.  To  Reveal.  2.  To  Believe.  3.  To  Know.  4.  To  Train. 
At  the  close  of  the  address  or  lesson  the  blackboard  will 
appear  as  follows : 


HOLY  SPIRIT. 


HELPER. 


w 
I 

L 
L 


1.  Conviction. 

2.  Conversion. 


M 
E 

N 


BIBLE. 
TEACHER. 

1.  Know  Jesus.  ) 

2.  Know  self.     5 


DRAW      ALL 


CHURCH. 
TRAINER. 

1.  Holy  living. 

2,  Work. 


ri8 


THE  BLACKBOARD. 


Two  hearts,  one  bad,  the  other  good,  make  an  instructive 
lesson.  Get  the  children  to  tell  you  what  to  write  in  them, 
as  below: 

Bad  Heart.  Good  Heart. 


Love.  Y  Hope. 

Joy.       Humility. 

Industry. 

Honesty. 

Peace.^ 


Still  another  is  the  following:  "Jesus  is  your  friend." 
What  qualities  do  you  want  in  a  friend.''  Anstuer.  He  must 
be  True.  Write  the  word  T  R  U  E  on  the  board,  and  then 
by  questioning  draw  out  of  the  scholars  four  different  and 
prominent  characteristics  of  Jesus  as  a  friend,  each  answer- 
ing to  one  of  the  letters  of  the  word  True,  as  follows : 


^esus 

zs  your  Friend. 

T- 

-  ried. 

R- 

-ich. 

U- 

-  seful. 

E- 

-  verlasting. 

The  Parable  of  the  Sower  may  be  taught  by  the  following 
arrangement  in  three  columns  and  twelve  words  or  particu- 
lars.    The  children  give  the  words  to  fill  the  columns  : 

Represented  what 
Hearers. 


The  Soil. 

What  became  of  the  Seed. 

Wayside. 
Stony. 
Thorny. 
Good. 

The  Devil  seized  it. 
The  sun  scorched  it. 
Tares  choked  it. 
Fruit. 

Careless. 
Superficial. 
Worldly. 
Pious. 


THE  BLACKBOARD.  1 19 

The  lesson,  "Son,  go  work  to-day  in  my  vineyard,"  may 
be  thus  arranged : 

Who?     —"Son, 
What  ?    —  go  work 
When  ?  —  to-day 
Where  ?  —  in  my  vineyard." 

Hovrwork?    Answer:        W  —  illingly. 
O  —  rderly. 
R  —  egularly. 
K   —  indly. 

The  next  three  examples  are  from  Rev.  J.  H.  Vincent's 
blackboard  exercises : 

History  of  yosej>k. 

1.  Bo  (rn  1745  B.  c. 

2.  So  (Id  17  years  old. 

3.  Imp  (risoned    9  years  in  slavery. 

4.  Rel  (eased        4  years — in  prison. 

5.  Ber  (eaved      29  years — loses  his  father. 

6.  Di  (ed  51  years. 

no  years  old. 

The  Seven  ^rincij)al  Journeys  of  Christ, 
I.  Bethlehem  to  Jerusalem,     6  miles  north. 


2.  J. 

toB. 

6  miles  south. 

3.  B. 

to  Eg. 

250  miles  S.  W. 

4.  E. 

to  Naz. 

350  miles  N.  E. 

5.  Naz. 

to  J 

6$  miles  south. 

6.  J. 

toN. 

65  miles  north. 

7.  N. 

to  Jer. 

50  miles  S.  E. 

I20 


THE  BLACKBOARD. 


Seven  Golden  Rules  of  Sabbath- school  Order* 

ist  s,  for  silence. 
2d  s,  for  system, 
ist  V,  for  vigilance. 
2d  V,  for  variety, 
ist  c,  for  charity. 
2d  c,  for  concentration, 
central  C  for  Christ. 


A  more  elaborate  lesson,  illustrating  the  parable  of  the 
Pharisee  and  Publican,  and  shov4ring  the  characteristics  of 
three  kinds  of  prayer  and  their  results,  can  be  portrayed 
thus  ; 


R    A    Y    E    R. 

harisee  prayed  proudly. 

ublican  prayed  penitently. 

oor  vv^idow  prayed  perseveringly. 

roud  prayer  proved  worthless. 
enitent  prayer  procured  peace, 
ersevering  prayer  prevailed. 


Another  still  is  to  write  a  part  of  the  text  and  fill  it  up 
with  the  answers  of  the  scholars,  thus : 

f  Repent. 


"  At  thy  word  I  will 


Pray. 
Believe. 
Love. 
Obey. 
L  Suffer." 


THE  BLACKBOARD.  121 

A  lesson  on  the  Beggars  that  cried  to  yesus,  as  found  in 
Matt.  XX.  30-34,  maj  thus  be  placed  : 


What  the 
beggars  -{ 
did. 


r  cried  in  distress, 
cried  with  importunity, 
cried  with  faith, 
cried  with  humility. 


f  stood  still. 

^^^*     asked  what  thej  wanted. 

Jesus  s  u   J 

•'    .       I  had  compassion. 

*^^^'    [touched  them. 

Result.  \  "^  ^^^^^^  ^^^'^' 

i  They  followed  him. 

Afap  Drawing. — Palestine. 
Another  use  for  the  blackboard  in  the  Sunday- 
school  is  the  drawing  of  maps  and  outlines  of  the 
location  of  sacred  places.  Teachers  have  found  it 
difficult,  however,  if  not  impossible,  to  draw  maps 
of  the  proper  proportions  and  rightly  to  locate  the 
places.  The  following  simple  plan,  used  by  Ritter 
and  Guyot,  has  been  extensively  used  in  our  Sunday- 
school  Conventions  the  last  year  or  two,  and  found  to 
be  useful.  It  is  called  the  "  Relative  Measurement" 
method.  One  line,  say  from  A  to  B  (see  diagram  on 
page  1 23) ,  is  taken  as  the  unit  of  measurement.  This 
line  is  40  miles  in  length.  Having  drawn  this  line  at 
the  top  or  northern  boundary  of  Palestine,  next  dot 
off  five  times  forty  miles  south,  and  number  it  in  pro- 
per proportions,  i,  2,  3,  4,  5.  Then  run  three  times 
forty  miles  west,  and  number  6,  7,  and  8.  Then 
11 


122 


THE  BLACKBOARD. 


draw  a  line  from  A,  sloping  to  the  figure  8,  for  the 
coast-line,  and  you  have  the  general  outline  of  Pales- 
tine. Then  run  another  dotted  line  from  A  to  6,  and 
you  have  the  Jordan  line.  The  River  Jordan  rises 
opposite  I.  The  Sea  of  Galilee  lies  opposite  No.  2. 
The-  Dead  Sea  opposite  4  and  5.  The  principal 
mountains  are  designated  as  f\  H.  for  Hermon,  etc. 
Cities  by  *  and  letters,  as  Jer.  for  Jerusalem,  C.  for 
Caesarea,  etc.  (See  table.) 

The  great  divisions  are  made  by  drawling  a  curved 
line  from  Mount  Carmel  to  the  Jordan,  midv^ay  be- 
tween 2  and  3.  Then  equidistant  between  3  and  4 
draw  a  circular  line  to  the  coast  of  the  Mediterranean 
Sea.  The  length  of  the  Holy  Land  is  about  180 
miles  and  the  width  from  25  to  70  miles. 

The  Sea  of  Galilee  is  12  miles  long  by  6  broad, 
and  the  Dead  Sea  is  about  50  miles  long.  The 
following  outline,  which  appeared  in  part  in  The 
Su7iday- School  Teacher.,  of  Chicago,  is  a  good  illus- 
tration : 


Table  of  Localities. 

{See  Map.) 

\  Mountains. 

*  Cities. 

H-ermon. 

H-ebron. 

N-azareth 

G-ilead. 

B-ethlehem, 

S-idon. 

T-abor. 

Jer-usalem. 

T-jre. 

P-isgah. 

J-ericho. 

C-armel. 

Jop-pa. 

E-bal. 

C-aesarea. 

G-erizim. 

Ca-pernaum. 

123 


The  foregoing  are  samples  each  of  several  classes 
of  blackboard  exercises,  which  I  have  selected  as 
being  the  most  practical.  Other  more  fanciful  ones 
are  omitted,  for  it  should  ever  be  remembered  that 
the  true,  legitimate  use  of  the  blackboard  does  not 
necessarily  involve  any  of  these  ingenious  devices : 
simply  the  plain  Word  of  God,  plainly  written,  is  all. 


XV. 


THE   INFANT-SCHOOL. 

HERE  is  no  department  of  the  Sabbath- 
school  work  of  greater  importance  and 
interest  than  this.  We  have  known  marked 
cases  of  hopeful  conversion  of  children  from  four  to 
seven  years  of  age  to  result  from  the  first  hour  of 
Bible  instruction  in  the  youngest  infant  classes. 
Often  the  character  and  habits  of  scholars  as  such  are 
formed  at  the  very  first  interview  with  their  teacher, 
who  thus  meets  them  at  the  very  entering  in  of  "the 
gates  of  life."  It  is  well  known  that  some  of  our 
most  distinguished  divines,  as  well  as  active  Chris- 
tian ladies,  date  their  conversion  back  to  the  early 
age  of  four,  five,  or  six  years.  Therefore  take 
measures  in  every  Sabbath-School  to  organize  and 
sustain  a  first-class  infant-school  department. 

I.  Get  a  light,  warm,  airy  room.  A  lean-to  added 
to  your  chapel  for  the  purpose,  or  the  use  of  the 
next-door  neighbor's  dining-room  for  an  hour  a 
week,  will  answer.  Give  the  children  a  room  by 
themselves  if  possible,  to  rise  and  sing,  talk,  recite, 
and  pray.  Furnish  the  room  with  a  good  black- 
124 


THE  INFANT-SCHOOL,  1 25 

board  and  crayons,  and  such  Scripture  prints  and 
cards  and  maps  as  you  can  obtain  for  the  walls  and 
for  use.     Provide  for  them  small,  comfortable  seats. 

2.  Select  and  call  to  the  charge  of  this  class  the 
most  pious,  bright,  cheerful,  patient,  loving,  gentle, 
winning  teacher  for  children  there  is  to  be  found  in 
the  vsdiole  church,  w^ith  a  like  assistant.  Generally 
the  teacher  will  be  a  lady,  although  some  men 
greatly  excel  as  infant-class  teachers,  so  that  the 
complaining  remark  of  the  little  girl  to  her  mother, 
that  she  "  hadn't  any  teacher  to-day — it  was  only  a 
7nan"  was  quite  too  severe  to  be  just.  The  little  ones 
are  greatly  blessed  in  their  love  for  their  teachers, 
for  they  w^ant  a  large  share  of  demonstrative,  life- 
like sympathy,  expressed  by  a  soft,  loving  voice  and 
a  gentle  manner — hands  that  will  speak  in  all  their 
gestures,  and  a  patience  that  endureth  and  a  heart 
that  loves  to  teach  them  for  Christ's  sake.  If  the 
teacher  feels  the  need  of  learning  how  to  do  this 
good  work,  let  him  visit  good  week-day  infant- 
schools,  and  gather  up  suggestions  and  lessons,  as 
well  as  confidence  and  inspiration,  for  the  great 
work. 

3.  Visit  and  gather  in  all  the  children  from  the 
ages  of  three  or  four  to  seven  years,  whose  parents 
are  willing  to  send  them,  and  at  once  teach  them 
habits  of  punctuality,  order,  regularity,  and  pleasant 
worship.  When  they  become  well  drilled  and  in- 
structed, so  that  they  can  clearly  read  the  Bible,  then 
transfer  them  to  older  classes,  unless  there  are  good 

11* 


126  THE  INFANT-SCHOOL, 

reasons  to  the  contrary.  Although  they  are  little, 
they  are  very  precious,  and  amply  worth  all  the  pains- 
taking effort  you  can  make  for  them. 

4.  Let  the  teacher  of  such  a  class  ponder  and  con- 
sider the  characteristics  of  his  precious  charge. 
I.  Activity. — Says  Mr.  Hassell,  "A  healthful  child 
abhors  quietude,"  and  rightly  so,  as  much  as  nature 
does  a  vacuum.  Every  mother  knows  that  her  little 
ones,  if  in  health,  "  cannot  bear  to  be  still  for  a 
minute."  2.  Curiosity. — Archbishop  Whately  says : 
"  Curiosity  is  the  parent  of  attention."  3.  Inquisi- 
tiveness. — Happy  is  that  child  who  is  blest  with  a 
mother  or  teacher  who  will  "bide  patiently  all  the 
endless  questionings  of  the  little  one,  and  will  not 
rudely  crush  the  rising  spirit  of  free  inquiry  with  an 
impatient  nod  or  a  frown."  Rather  see  in  their 
many  questions  but  the  untutored  pleadings  of  the 
little  ones  for  care  and  cultivation.  Oh,  how  much 
they  want  and  deserve  to  have  their  inquisitiveness 
satisfied  by  a  kind,  considerate  answer  to  all  their 
questions  !  4.  Fear. — Oh,  how  much  children  suf- 
fer from  this  cause !  Their  natural  timidity  should 
be  respected,  and  not  cruelly  wrought  upon.  5.  Then, 
too,  children  have  wonder.,  and  like  to  talk  and  hear 
of  "  wonderful  things."  6.  They  have  also  a  proper 
love  of  approbation,  and  they  should  be  cheered  and 
encouraged  when  they  try  to  do  well. 

Now  let  the  teacher  take  up  the  first  of  these  well- 
known  characteristics,  and  act  upon  it.  An  excellent 
teacher  of  an  infant  class,  some  years  ago,  was  ac- 


THE  INFANT-SCHOOL.  1 27 

customed  to  gain  order  by  appealing  to  their  love  of 
activity.  She  would  stand  quietly  at  the  desk  and 
ask  the  children  :  "  Children,  will  you  please  tell  me 
what  the  gods  of  the  heathen  are  like?"  This  was 
always  a  pleasing  request  to  them,  and  every  form 
would  stand  erect,  with  every  hand  by  their  sides,  and 
they  would  together  begin  the  part  of  the  115th 
Psalm  which  answers  that  question.  They  would 
repeat  all  together,  "  Eyes  have  they,  but  they  see 
not,"  and  every  pair  of  little  hands  would  go  with 
the  teacher's,  pointing  to,  and  resting  upon,  their 
eyes.  In  like  manner,  "  mouths  have  they,"  "  noses," 
"  ears,"  "  feet,"  "  hands,"  etc.,  always  suiting  the 
action  to  the  word.  All  are  in  perfect  order,  and  the 
next  step  for  the  teacher  would  naturally  be  to  talk  a 
little  about  the  gods  of  the  heathen,  and  then  sing  a 
verse  about  "  bowing  down  to  gods  of  wood  and 
stone."  The  transition  is  then  natural  and  easy  to 
*'  Our  God"  in  heaven,  where  angels,  saints,  parents, 
and  children  too,  are  ;  and  they  sing  the  hymn  to 
which  all  leads,  viz. :  "  Around  the  throne  of  God 
in  heaven.  Thousands  of  children  stand,"  etc.,  etc. 

Another  mode  of  conducting  an  infant-school  is  to 
place  the  children  in  little  classes,  of  six  scholars, 
with  a  teacher  for  each,  and  proceed  with  singing, 
repeating  commandments,  singing,  recitation  for  ten 
minutes,  study  of  emblems,  a  ten-minute  address, 
and  prayers,  having  a  verse  or  two  of  singing  be- 
tween every  exercise,  and  no  exercise  longer  than 
ten  minutes.     Thus  an   excellent  system  of  infant- 


128  THE  INFANT-SCHOOL. 

class  instruction  proceeds,  while  the  lady  who  has 
charge  gives  the  address  and  superintends  the 
teachers,  etc.,  for  the  hour  devoted  to  the  school. 

Another  way  is  to  take  the  two  central  verses  of 
the  regular  lesson  for  the  whole  school  and  bring  it 
out  on  the  blackboard,  and  question,  instruct,  and 
pray  and  sing  about  the  same  thought  of  God  in  the 
lesson  ;  as,  "  Who  formed  you,  child,  and  made  you 
live?"  Ans.  "  God  did  my  life  and  spirit  give,"  etc., 
with  singing  and  prayer. 

Another  infant-class  teacher  has  a  different  plan, 
as  follows  :  She  has  arranged  with  a  gentleman,  who 
teaches  a  large  class  of  young  ladies  of  sixteen  to 
twenty  years  of  age,  to  come  in  with  his  class  and 
conduct  the  opening  exercises  of  the  infant-school. 
He  then  goes  into  another  room  and  instructs  his 
class  for  thirty  minutes,  and  the  lady  instructs  the 
children  for  the  same  time.  Then  the  Bible-class, 
with  their  teacher,  return,  and  the  infant-school  is 
divided  into  classes,  in  which  the  young  ladies  teach 
the  same  lesson  which  they  have  just  received  from 
their  teacher.  In  this  way  practice  in  teaching,  and 
variety  are  gained,  and  the  lady  teacher  in  the  infant- 
school  is  relieved  of  a  part  of  her  burden. 

I  have  never  found  two  infant-class  teachers  who 
conducted  their  schools  exactly  alike.  Each  one  has 
some  peculiarity  in  his  or  her  mode.  There  is  no 
standard  mode  of  infant-class  instruction.  Adapta- 
tion according  to  circumstances  is  the  rule.  The 
children  should  be  received  with  great  care  into  the 


THE  INFANT-SCHOOL,  1 29 

infant-school,  and  be  given  to  understand  that  it  is  a 
place  for  the  holy  worship  of  God,  and  to  learn  of  him. 
The  children  should  always  be  greeted  by  the  teacher 
with  a  loving  smile,  that  is  free  from  every  trace  of  gid- 
diness, and  with  words  of  sincere,  respectful  wel- 
come. Great  evil  is  done  if  the  teacher  is  cold, 
morose,  or  fretful  in  spirit  or  manner.  The  teacher 
should  pray  with,  as  well  as  for,  the  children.  They 
may  repeat  the  words  of  the  prayer  after  the  teacher  ; 
and  it  is  well  to  prepare  them  for  the  act,  by  some 
such  remark  as,  "  Children,  we  want  to  thank  God 
this  morning  for  this  holy  Sabbath,  for  the  Sabbath- 
school,  for  kind  teachers,  for  the  blessed  Bible,  for 
our  God  and  Saviour  Jesus  Christ,"  and  so  on,  men- 
tioning the  different  objects  of  desire.  Let  the 
prayers  always  be  short  and  simple,  and  sing  but  one, 
two  or  three  verses  at  a  time.  The  addresses  should 
always  be  clear  and  suited  to  the  children.  An 
excellent  model  of  scriptural  talks  to  infant-class 
children  will  be  found  in  "  Peep  of  Day,"  "  Line 
upon  Line,"  and  "  Precept  upon  Precept."  "  The 
Tract  Primer"  and  "Child's  Scripture  Qiiestion 
Book"  have  also  some  good  things  to  work  up  for 
infant-classes.  There  are  various  other  helps  from 
which  good  suggestions  can  be  gathered. 

The  children  should  recite  their  verse  or  verses 
simultaneously  ;  then  by  benches,  or  classes,  and  then 
by  a  few  individual  scholars  called  upon,  so  as  to 
ascertain  if  all  have  learned  it.  The  time  cannot  be 
wasted  by  hearing  each  scholar  recite  in  turn  where 
I 


130  THE  INFANT-SCHOOL. 

there  are  only  one  or  two  teachers.  Care  should  be 
taken  not  to  burden  the  young  mind.  A  small, 
bright,  clear,  pleasant  Bible  truth  is  best.  As  the 
good  Dr.  Ryland  used  to  say,  "  Simplify  and  repeat: 
Simplify  and  repeat,"  remembering  that  simplicity 
is  not  poverty  of  expression.  Learn,  also,  how  to 
carry  thoughts  into  a  child's  mind,  and  not  leave 
them,  as  many  do,  at  the  doorway.  Aim  at  Christ 
and  salvation.  Let  no  hymn  be  sung  which  you 
are  not,  beforehand,  careful  to  see  that  the  children 
really  understand.  Make  every  truth  clear  and  sim- 
ple, and  let  them  act  the  lesson  out  with  appropriate 
gesticulations  and  motions.  When  speaking  of  God, 
let  them  do  it  reverently,  and  perhaps  by  all  point- 
ing their  little  fingers  upward. 

Bible  stories  and  anecdotes  are  generally  best  and 
most  interesting  for  infant-classes.  Use  the  black- 
board freely  with  words  and  appropriate  figures,  for 
such  little  ones  learn  best  that  which  they  learn 
through  the  eye.  Teach  little  at  a  time,  but  teach 
that  little  well  and  thoroughly,  is  a  grand  motto  for 
the  infant-class  teacher. 

It  is  of  great  importance  that  the  children  should 
always  feel  that  their  teachers  are  the  best  and 
happiest  persons  they  ever  saw,  and  that  they  are 
always  so  very  bright  and  happy  because  the  re- 
ligion of  Jesus  makes  them  so  full  of  love  and  joy, 
and  they  cannot  help  its  overflow ;  and  that  they 
consider  it  the  greatest  privilege  of  life  thus  to  tell 
their  scholars  of  Jesus,  and  lead  the  little  children 


THE  INFANT-SCHOOL.  13 1 

cheerfully  along  Zion's  road  towards  the  heavenly 
Canaan. 

Examples  of  Infant-class  Lessons, 
Example  No,  i . 
The  following  lesson  was  publicly  taught  by 
Ralph  Wells  before  the  Philadelphia  Sunday-School 
Teachers*  Institute,  in  September,  1867,  and  phono- 
graphically  reported  for  the  columns  of  The  Sun- 
day-School Times,  The  class  was  composed  of  some 
twenty  children : 

The  Lesson. 

Teacher. — Look  around  just  for  a  moment,  children,  and 
see  how  manj  people  are  looking  at  us.  I  want  you  to  have 
one  good  look,  and  then  to  give  me  all  the  rest  of  jour  at- 
tention. After  you  have  had  your  look,  I  want  you  to  sing 
a  little  with  me.  [The  children  face  the  audience  for  a  mo- 
ment, smiling,  parents  and  teachers  returning  their  gaze 
with  fond  affection,  and  shall  we  not  say,  with  many  prayers 
that  the  lesson  might  be  abundantly  blessed.'*] 

Now  let  me  see  how  exactly  you  can  repeat  the  hymn  after 
me.     I  will  speak  first,  and  you  will  follow  me : 

"  Jesus  loves  me,  this  I  know," 

[Children  repeat,  in  earnest  harmony.] 

"  For  the  Bible  tells  me  so." 

[Children  repeat  thus,  after  the  teacher,  the  first  stanza.] 

Teacher. — "Jesus  loves  me."  Let  us  look  at  this  a  mo- 
ment. We  think  that  praying  and  reading  the  Bible,  and 
saj-ing  the  lesson  are  worshipping  God ;  and  so  they  are ; 
but  we  often  forget  that  in  reading  and  singing  these  beau- 
tiful Sabbath-school  hymns  we  are  worshipping  God,  too. 


132  THE  INFANT-SCHOOL, 

"  Jesus  loves  me,  this  I  know, 
For  the  Bible  tells  me  so." 

[AftCi-  the  hymn  was  sweetly  sung,  the  teacher  talked 
very  pleasantly  about  the  beautiful  Letter  which  our  dear 
heavenly  Father  has  sent  to  us.]  That  Letter  is  the  blessed 
Bible.  We  are  going  to  have  a  lesson  out  of  it  to-night. 
But  we  cannot  understand  it  unless  our  Father  sends  some 
one  to  open  our  hearts  to  understand  it.  We  have  sung  a 
verse  to  him :  now  we  will  look  to  him  in  prayer  and  ask 
him  to  be  our  Teacher.  [The  class  close  their  eyes,  fold 
their  hands,  and  repeat  the  prayer  after  their  teacher.] 

Dear  Lord  Jesus ! — We  thank  thee  for  the  Bible — we  thank 
thee  that  it  tells  us — that  God  loves  us — that  he  sent  Jesus 
to  die  for  us. — We  thank  thee — for  all  its  promises ; — that  it 
tells  us — if  we  love  Jesus — and  trust  in  him — we  shall  go  to 
heaven ; — that  if  we  love  Jesus — and  trust  in  him — he  will 
never  leave  us. —  To-night,  dear  Father — send  the  blessed 
Spirit — to  make  us  attentive — to  help  us  to  find  Jesus — and 
what  he  would  have  us  to  do — and  how  we  can  get  to  hea- 
ven.— O  dear  Saviour! — sometimes  when  we  try — we  find 
it  very  hard — to  do  right. — Let  us  never  be  discouraged — 
but  whenever  we  sin — go  to  Jesus  and  tell  him  all — and  get 
his  help. — Dear  Jesus — help  us  to  live  for  thee — to  do  good 
while  we  live — to  be  a  blessing  to  all  around  us — and  to 
show  that  we  love  thee — in  our  homes — to  little  brothers 
and  sisters — and  to  all  our  companions — at  home — at  school 
— and  everywhere. — May  we  so  live — that  everybody  shall 
see — that  we  are  Jesus'  little  lambs. — Hear  our  prayer — 
and  come  to-night  and  be  our  Teacher — and  may  our  little 
hearts — to-night — be  given  away  to  Jesus — to  love  and 
serve  him — as  long  as  we  live. — We  ask  for  Jesus'  sake. 
— Amen. 

[This  simple  petition  was  offered  by  the  children,  as  with 
one  voice,  the  tone  and  accentuation  of  the  leader  being 
caught  up  and  carried  by  them  with  affecting  earnestness 


THE  INFANT-SCHOOL.  133 

of  pleading.     One  could  not  but  feel  that  the  exercise  was 
real^  with  both  teacher  and  class.] 

Teacher. — Now  sing  with  me  one  verse  more,  children, 
and  we  will  take  a  Bible  lesson  together.  It  is  new  to  jou, 
but  we  sung  it  over  once  this  afternoon,  and  I  guess  jou 
can  sing  it  now.  I  will  sing  one  verse  for  you,  because  it 
is  new  to  you,  and  then  we  will  sing  it  together.  It  begins 
with 

"  Oh,  I  must  be  a  lover  of  the  Lord  I" 

Let  me  sing  it  for  you.     [Teacher  sings.] 

"  Oh,  I  must  be  a  lover  of  the  Lord, 
Oh,  I  must  be  a  lover  of  the  Lord, 
Oh,  I  must  be  a  lover  of  the  Lord, 

Or  I  can't  go  to  heaven  when  I  die." 

[The  children  then  sing  it  with  Mr.  Wells,  and  finally  by 
themselves,  clearly,  loudly  and  accurately.] 

There  is  a  little  sentence  of  only  four  words,  children,  that 
has  been  more  precious  to  me  than  any  other  in  the  world. 
I  wrote  it  on  a  piece  of  paper  years  ago,  and  put  it  in  my 
pocket-book — here  it  is,  with  little  flowers  around  it — [Pro- 
ducing it  and  holding  it  up  to  the  class.]  Would  you  like 
me  to  give  you  these  four  words  }  Tes,  sir  !  Well,  I  will 
write  them  on  the  board.     [Writes  :] 


Christ  died  for  me. 


I  do  not  know  whether  you  can  read — [the  children,  quickly 
interrupting,  read  "  Christ  died  for  me."]  Yes,  if  ever  this 
world  loves  Jesus,  it  will  be  because  these  four  little  words 
get  into  everybody's  heart.     Try  and  remember  them. 

I  am  now  going  to  read  a  verse  out  of  our  Father's  Let- 
ter.    It  is  a  sad  story.     After  I  read  it,  I  am  going  to  tell  it  to 
you  in  my  way ;  and  after  I  have  told  it  to  you,  I  am  going 
12 


134  THE  INFANT-SCHOOL. 

to  ask  jou,  to  see  if  you  can  tell  me  all  about  it.  Then  I 
am  going  to  tell  you  the  meaning;  then  the  lesson — three 
things :  the  story,  the  meaning,  the  lesson.  Can  you  give 
them  to  me.?  First,  the — story,  next,  the — 7neanmg,  and 
last,  the — lesson,  [the  children  say.]  Once  more,  give  them 
to  me. — Story,  meaning;  lesson. 

I  will  read  it  first  out  of  the  Bible,  for  I  always  want  to 
give  you  God's  word  first;  then  I  will  tell  it  to  you.  It  is 
in  the  twelfth  chapter  of  the  Book  of  Exodus.  "  Exodus" 
means  the  "going  out."  When  you  leave  this  room  you 
"go  out"  of  it — it  is  your  "Exodus"  of  the  room.  So,  in 
the  Bible  story,  God's  people  went  out.  Let  me  read  to 
you: 

"Then  Moses  called  for  all  the  elders  of  Israel,  and  said 
unto  them.  Draw  out  and  take  you  a  lamb  according  to 
your  families,  and  kill  the  passover.  And  ye  shall  take  a 
bunch  of  hyssop,  and  dip  it  in  the  blood  that  is  in  the  basin, 
and  strike  the  lintel  and  the  two  side-posts  with  the  blood 
that  is  in  the  basin ;  and  none  of  you  shall  go  out  at  the 
door  of  his  house  until  the  morning.  For  the  Lord  will 
pass  through  to  smite  the  Egyptians ;  and  when  he  seeth 
the  blood  upon  the  lintel,  and  on  the  two  side-posts,  the  Lord 
will  pass  over  the  door,  and  will  not  sufter  the  destroyer  to 
come  in  unto  your  houses  to  smite  you." 

And  it  happened  just  as  God  said.  Now,  I  do  not  want 
to  tell  you  anything  that  you  can  tell  me.  In  the  first  place, 
■we  want  to  find  out  where  this  took  place.  Can  any  of  you 
tell  me  the  name  of  the  country.?  {Egypt!  shout  three  or 
four  little  voices — to  the  surprise  even  of  the  teacher,  who, 
as  well  as  the  audience,  was  repeatedly  astonished  at  the 
accuracy,  promptness,  and  clearness  of  the  children's 
answers.] 

The  Israelites,  or  God's  people,  are  spoken  of  in  the  les- 
son. They  are  now  in  Egypt.  Let  me  mark  it  on  the  board. 
Here  is  Egyj>t,  [drawing  a  rough  outline  of  the  Red  Sea, 


THE  INFANT-SCHOOL.  135 

river  Nile,  and  the  Mediterranean ;  and,  proceeding  north- 
erly, of  Palestine.]  Pointing  to  the  latter,  the  teacher  said, 
Here  is — Canaan.,  one  child  replied.  Yes!  that  little  girl 
has  it.  And  what  city  is  this.?  [making  a  dot  near  the  cor- 
ner of  the  Dead  Sea.]  ]Q-rusaletn  !  [a  little  boy  finishes  the 
word.]  God's  people  had  been  dwelling  in  Canaan;  how 
did  they  come  to  be  in  Egypt,  where  we  find  them  in  our 
lesson?  Who  first  went  down  to  get  corn?  Joseph.  Yes. 
There  was  no  corn  in  the  land.  What  do  you  call  it  when 
there  is  nothing  to  eat?  Famine!  a  bright  boy  replies. 
Very  well,  indeed.  Who,  then,  went  first  to  buy  corn? 
'Joseph.  And  who  followed  him?  His  brethren.  What 
did  they  go  for.? — to  keep  them  from — Starving!  That  is 
it,  exactly,  I  like  to  hear  children  answer  so  well.  Can 
any  of  you  tell  me  how  many  Israelites  or  Jews  there  were 
in  Egypt?  How  many  is  that?  [Writing  the  figures 
2,000,000  on  the  board.]  Tivo  million  !  [eagerly  responded 
a  little  fellow,  who  certainly  did  credit  to  his  week-day 
instructors.]  Yes,  there  were  probably  two  million — men, 
women,  and  children.  What  was  the  name  of  the  king  of 
Egypt?  It  begins  with  P. — Pharaoh.  Yes,  God  said  to 
him,  "Let  my  people — ^o."  but  Pharaoh  said,  "I — wott't !'* 
Then  God  said,  "  I  will  show  him  what  I  will  do.  My 
people  shall  go,  that  they  may  serve  me."  So  God  told  his 
people  to  get  ready  that  night,  when  our  lesson  begins. 

What  should  you  think  this  was?  [Drawing  a  rough 
figure  of  the  face  of  a  clock.]  A  clock.  Yes.  What  hour 
is  the  hand  pointing  to?  Twelve  o'clock.  What  time  of 
night  do  you  call  that?  Midnight.  Yes,  at  midnight  God 
said  he  would  go  from  house  to  house  in  the  land  of  Egypt, 
and  every  house  where  he  did  not  see  something  on  the 
door  he  would  go  in  and  kill  the  first-born.  Let  us  make  a 
door,  now.  [Drawing  the  outline  of  a  door.]  We  won't 
take  time  to  draw  it  very  nicely.  "  Every  house  where  I  see 
something  on  the  door,"  God  said.     What  was  it  he  must 


136  THE  INFANT-SCHOOL. 

see  on  the  door?  Blood  I  blood  I  [Taking  the  red  crajon, 
spots  of  red  are  dotted  here  and  there  over  the  white  door- 
posts, representing  blood.]  Yes-,  wherever  I  see  the  blood 
of  a  little  killed  lamb  on  the  door,  I  will  not  go  in  and  slay 
the  first-born. 

This  blood  must  first  be  in  a — [Drawing  an  outline  of  a 
bowl  or  basin,] — Basifi,  the  children  reply.  Yes;  and  how 
are  you  to  get  the  blood  on  the  door.?  [Taking  the  green 
chalk,  and  drawing  a  bush.]  Here  is  a  little  bush,  called 
hyssop,  something  like  a  huckleberry  bush,  and  the  people 
were  to  take  that  and  dip  it  in  the  basin,  into  the  blood,  and 
do  what .-^  Sprinkle  it  on  the  door!  Yes.  What  part  of 
the  door.?  (A  pause.)  L-i-n-t-e-1;  what  does  that  spell.? 
Lintel. 

Then,  "  when  I  see  the — blood— on  the — lititel — and  on 
the  two — side-j>osts — I  will  not  go  in  and — hill  the  first- 
born .'"    Yes.     That  was  what  God  said. 

I  have  sometimes  thought  I  could  see  an  Egyptian  soldier 
that  night  with  his  armor  on,  going  up  to  one  of  the  Israel- 
ites and  asking,  "  What  is  that  you  are  putting  on  the 
door.?"  "  It  is  some  lamb's  blood."  "  What  are  you  putting 
it  on  for.?"  "  Because  my  God  has  told  me  to."  Then  with 
a  strut  he  has  turned  on  his  heel  and  walked  away,  mutter- 
ing to  himself,  '*  What  a  big  fool  that  Jew  is  !" 

But  see !  the  hands  on  the  clock  begin  to  get  around.  It 
is  now  pointing  to — midnight.  Yes,  pretty  soon  it  strikes 
one — two — three,  up  to — twelve.  And  then  !  Oh  !  the 
angel  of  death  went  from  one  house  to  another,  and  in 
every  one  that  didn't  have — the  blood — on  it,  the  first-born 
was — killed.  Yes !  And  one  wail  of  woe  went  up  from 
Egypt  that  night.  Fathers  and  mothers,  from  Pharaoh  in 
his  beautiful  palace,  to  his  poorest  servant,  were  weeping 
and  wailing  and  lamenting  their  first-born,  slain  by  the 
hand  of  the  angel  of  God. 

But  some  houses  escaped.     The  ones  with  the — blood  on. 


THE  INFANT-SCHOOL,  1^1 

Had  there  been  any  death  in  those  houses?  No,  sir.  Think. 
What  had  died?  A  Utile  lamb.  Yes;  a  little  lamb  had 
been  killed  and  his  blood  put  in — a  basin.  And  then — sup- 
pose the  basin  had  been  set  behind  the  door,  would  that 
have  done?  JVb,  sir.  The  blood  must  be  sprinkled  on  the 
— door^  and  it  must  be  sprinkled  by  a  bunch  oi— hyssop. 
Yes;  it  must  .all  be  done  exactly  as  God  had  said.  Then 
the  door  that  had  the  blood  upon  it  was  passed  over  by  the 
angel,  was  it?  Tes,  sir.  And  what  was  done  to  the  house 
where  there  was  no  blood?  What  did  the  angel  do?  Went 
in.  Yes,  and — sleiv  the  first-born.  [Mr.  Wells  then  called 
a  little  boy  up  to  the  board,  drew  a  rough  sketch  of  three  or 
four  door-frames,  on  two  of  which  he  used  the  red  chalk, 
making  marks  to  represent  blood.  The  boy  was  then  asked, 
with  the  class,  to  point  out  which  houses  the  angel  would 
enter,  and  which  pass  over,  thus  drilling  the  fact  impress- 
ively and  perfectly  into  the  scholars'  minds,  as  also  the 
reason  for  the  angel's  choice — the  blood  of  the  lamb.] 

How  do  you  think  I  got  here  ?  On  the  cars.  What  drew 
the  cars?  An  engine.  Did  you  ever  see  an  engine?  Tes., 
sir !  (with  emphasis).  This  summer,  where  I  live,  at  Tarry- 
town,  a  gentleman  said  to  me,  "Don'l  you  want  to  go  down 
on  the  track  and  see  the  express  train  go  by  to-night.?"  I 
said  yes :  so  we  went.  By-and-by  I  heard  a  rumble :  it 
seemed  to  come  nearer  and  nearer,  and  got  louder  and 
louder.  What  was  coming?  The  express  train.  Yes,  it 
was  going  to  rush  by  us  at  thirty  miles  an  hour.  Could  we 
have  held  out  our  hands  and  stopped  it  ?  No,  sir !  (emphati- 
cally, and  incredulously).  Suppose  we  had  had  you  to  help 
us,  could  we  then?  No,  sir!  Well,  suppose  all  the  people 
in  this  house  had  caught  hold  of  the  cars.? — what  then?  It 
would  have  pulled  them  to  pieces  !  [a  little  girl  says].  Well, 
in  a  minute  or  two  I  heard  a  sharp  toot!  toot! — what  was- 
that?  The  -whistle.  Yes,  and  the  man  on  the  engine  put 
his  hand  on  a  little  iron  bar  and  pushed  it,  and  the  cars 
12* 


13S  THE  INFANT-SCHOOL. 

began  to  go  slower  and  slower  and  slower  until  thej  stopped. 
The  man  put  his  hand  on  the  right  place,  the  place  of  power, 
the  place  that  made  the  engine  go  or  stop.  Now,- what  does 
Jesus  saj  to  us,?  "Behold,  I  stand  at  the  door  and  knock." 
Can  you  tell  me  at  what  door  Jesus  knocks. ''  Our  hearts. 
*' If  any  man,"  or  child,  "will  hear  my  voice,  and  open — 
the  door — I  will  come  in  and — sup  ivith  him."  Yes,  "  and 
he  with  me ;"  and  we  shall  be  saved.  But  there  must  be 
something  on  the  door,  or  we  cannot  be  saved,  any  more 
than  the  Jews,  if  they  forgot,  or  would  not,  put  the  blood  on 
the  doors  of  their  houses.  What  must  we  have  on  the  door? 
Blood.  Yes.  Well,  will  it  do  if  you  cut  your  finger,  and 
sprinkle  the  blood  on  your  house.?  No,  sir.  Suppose  you 
kill  a  little  lamb,  and  put  the  blood  on  your  front  door,  will 
that  save  you.?  No,  sir,  no,  sir!  What  must  the  blood  be 
on  ?  Our  hearts !  Yes,  the  blood  must  be  put  upon  the 
right  place,  the  place  where  Jesus  knocks,  the  place  of 
power.  Our  hearts  then  are — the  door.  And  what  must  be 
sprinkled  on  the  door.?    Blood. 

Why  did  our  soldiers  go  off  to  the  war .?  To  fight  /  yes,  and 
to  shed  their — blood — for  their  country.  And  what  does  shed- 
ding their  blood  mean.?  They  died— [a.  little  girl  answers]. 
Right;  they  shed  their  blood,  they  died  for  our  country.  Jesus 
shed  his  blood,  That  means  the  same  as  Jesus — died;  yes; 
how .?  On  the  cross.  He  hung  there  for  you,  did  he .?  Tes,  sir. 
And  for  me.?  Yes,  sir;  and  for  us  all.?  A  little  girl  in  a 
mission-school,  named  Marj--,  sat  on  the  front  seat,  and 
when  the  superintendent  was  telling  about  how  they  hanged 
Jesus  on  the  cross,  the  tears  came  to  her  eyes,  and  when  he 
got  to  where  they  took  the  hammer  and  the  nails  to  nail 
him,  little  Mary  could  not  stand  it  any  longer,  but  she  had  to 
get  up  and  go  out.  In  the  afternoon  she  came  back  smiling, 
and  the  superintendent  asked  her,  "  Mary,  where  did  you  go 
this  morning.?"  and  she  said,  "  Oh,  teacher,  I  could  not  stand 
it  when  you  spoke  to  us  about  Jesus  being  nailed  on  the 


THE  INFANT-SCHOOL.  139 

cross,  for  I  felt  just  as  if  I  helped  to  pound  the  nails  in,  and 
I  went  off  a  little  piece  from  the  school,  and  got  down  on 
my  knees  and  told  Jesus  that  my  sins  helped  to  hang  him  on 
the  cross,  and  I  asked  him  to  please  forgive  me  for  helping 
to  kill  him — that  I  was  so  sorry ;  but  now  I  feel  so  happy." 
Jesus  forgave  her,  and  to-day  Mary  is  a  little  Christian  girl. 
I  have  something  in  my  pocket  (drawing  out  a  roll)  that 
I  want  you  to  see.  Years  ago  I  went  thousands  of  miles 
away,  and  I  sent  on  to  Washington  and  got  this  paper.  It 
is  called  a  "passport."  There  is  the  great  seal  of  the  United 
States  on  it,  and  here  is  the  Secretary's  signature  at  the 
bottom.  And  when  I  was  away,  in  strange  countries,  where 
I  could  not  speak  the  language,  all  I  had  to  do  was  to  show 
this  paper,  and  they  said,  "Let  him  pass,"  or  something 
that  meant  that,  and  I  was  allowed  to  go  on.  If  I  had  not 
had  this  passport,  I  could  not  have  got  through.  The  blood 
of  Jesus  must  be  our  passport.  When  God  sees  this  blood 
sprinkled  on  the  door  of  our  hearts,  he  will  say,  "  Let  him 
pass,"  and  we  will  be  allowed  to  go  through  this  life  in 
safety,  and  get  to  heaven  when  we  die.  But  oh,  how  many 
times  we  have  to  use  this  passport !  How  often  we  sin  and 
need  to  come  to  Jesus  for  forgiveness,  and  to  point  to  his 
precious  blood  sprinkled  on  our  hearts  ! 

The  teacher  further  continued  the  lesson,  Illustrating 
by  pointed  and  affecting  Incidents,  briefly  recapitu- 
lating, and  closing  with  a  short  prayer,  In  which 
the  little  ones  feelingly  joined.  The  above  Is  all 
that  need  be  quoted  to  give  an  Idea  of  the  style  of 
this  successful  teacher  of  the  children. 

Example  No.  2. 
The  following  lesson  was  kindly  forwarded  to  the 
author,  In  manuscript,  from  London,  by  the  young 


HO  THE  INFANT-SCHOOL. 

lady  teacher,  "  S.  E.  A.,"  who  has  been  remarkably 
successful  in  public  exercises  of  teaching  very  young 
children. 

A  Lesson  upon  Forgiveness. 
Harry  and  Fred  went  to  school.  They  had  to  cross  a 
road  to  get  to  it.  A  boj  used  to  stand  at  the  crossing  with 
a  broom  in  his  hand  to  sweep  it  with;  this  boy  was  very 
rude  to  Harry  and  Fred :  he  used  to  try  and  keep  them  from 
crossing  the  road.  Once  he  took  away  Fred's  books  and 
splashed  him  with  mud.  When  the  boy  saw  Harry  and 
Fred  running  and  making  haste,  lest  they  should  be  late  at 
school,  he  would  be  sure  to  stop  them.  In  the  winter-time 
he  made  them  walk  upon  the  snow.  Sometimes  he  held  up 
his  broom  before  their  faces  and  cried  out,  "  Can't  come 
across,  can't  come  across ;  you'll  be  late,  you'll  have  the 
stick."  Then,  again,  when  they  were  very  early,  he  would 
tell  them  they  were  late,  and  so  make  them  run.  At  last, 
one  day  all  the  children  of  the  school  to  which  Harry  and 
Fred  went  were  going  to  take  flowers  to  their  teacher,  as  it 
was  her  birthday.  Henry  said  that  he  would  bring  a  beau- 
tiful nosegay,  for  his  papa's  gardener  was  going  to  cut  him 
a  large  one  from  the  green-house  for  him  to  take  to  school. 
Well,  the  morning  of  the  birthday  came  :  the  school-children 
brought  a  great  many  beautiful  flowers;  Harry  and  Fred 
did  not  come  with  the  rest;  the  children  wondered  where 
they  could  be.  At  last  though,  in  they  came,  but  no  nose- 
gay :  they  made  a  bow,  said  "  Good-morning,"  and  then  both 
looked  down  on  the  ground.  "Where's  your  noseg.iy.?" 
said  a  little  girl  to  Harry.  "  I  have  not  got  one,"  he  an- 
swered. How  could  that  have  happened?  The  gardener 
had  cut  them  a  beautiful  large  nosegay,  and  when  they  leiTt 
home  in  the  morning  for  school  they  had  it  with  them-- 
what  had  become  of  it.?  Had  the  boy  taken  it  away.?  I  will 
tell  you  all  about  it.    As  they  were  running  along  very  fast 


THE  INFANT-SCHOOL.  '  141 

to  get  to  school  in  time,  all  at  once  they  left  off  running  and 
began  to  walk  slowly.  They  were  near  the  crossing,  and 
they  felt  afraid  of  the  boy;  they  need  not  have  been  fright- 
ened, for  the  boy  was  sitting  down  on  a  doorstep  crying, 
with  his  head  resting  upon  his  knees,  and  took  no  notice  of 
them.  As  they  were  going  past  him,  Harrj'  said,  "  Oh,  he 
will  not  hurt  us ;  let  us  stop  ;  I  wonder  what  he  is  crying  for  ?" 
*'  What  is  the  matter.?"  said  Fred  to  him.  "  Mind  your  own 
business,"  answered  the  boy;  "go  on  to  school."  So  on 
they  went,  but  as  they  turned  away  the  boy  saw  the  nosegay, 
and  called  after  them  to  come  back.  "  Don't  go."  said  Fred  '■ 
*' he's  a  wicked  boy;  we  can't  help  him."  Well,  they  were 
going  on  when  Harry  looked  again  and  saw  him  crying;  so 
he  and  Fred  turned  back :  then  the  boy  told  them  that  he 
was  very  hungry,  that  his  mother  and  grandmother  were 
both  athome  very  hungry  and  ill,  that  a  policeman  had  turned 
him  away  from  his  crossing,  and  he  had  not  earned  any 
money  for  three  days.  Harry  said,  "Poor  fellow!"  and  he 
wished  he  had  a  penny  to  give  the  poor  boy.  Then  Harry 
and  Fred  looked  at  their  flowers ;  the  boy  looked  too.  "  He 
can't  have  our  flowers,  you  know,"  said  Fred;  "we  want 
them  for  our  teacher,  she  is  so  kind,  and  I  want  to  show 
how  much  I  love  her."  So  they  walked  oflf  slowly,  and  the 
boy  looked  after  them  and  the  nosegay  as  if  he  would  like 
very  much  to  have  it.  "  I  say  he  does  not  deserve  to  be 
helped,"  said  Fred.  "So  do  I,"  said  Harry;  "and  then 
these  flowers  are  too  good  to  give  to  him."  However,  they 
did  not  feel  quite  comfortable,  and  then  they  remembered  a 
text  they  had  learned  at  school  the  day  before — '-'•  If  ye  for- 
give not  men  their  trespasses^  neither  vj ill  your  Father  J or- 
give  your  trespasses."  That  is,  dear  children,  if  we  do  not 
forgive  others,  God  will  not  forgive  us.  So  Harry  said, 
"Here,  Fred!  take  the  flowers  to  him."  Fred  took  the 
flowers,  went  up  to  the  boy,  put  them  in  his  hand,  and  then 
ran  away.     A  gentleman  soon  after  gave  the  boy  a  shilling 


142  THE  INFANT-SCHOOL. 

for  the  nosegay,  and  I  dare  say  yon  can  guess  what  he  did 
with  it.  When  Harry  and  Fred  gave  the  nosegay  to  the 
boy,  it  made  them  feel  very  happy — more  happy  than  if  they 
had  given  it  to  their  teacher;  and  it  did  the  boy  good  too: 
their  kindness  made  all  his  rudeness  go  away,  and  always 
after  this  day  he  did  all  he  could  to  please  Harry  and  Fred. 

Tell  me  the  names  of  the  boys  I  have  spoken  to  you  about? 
Hovj  did  the  crossing-sweeper  behave  to  them .''  W/iat  were 
they  going  to  take  to  school  one  day.?  Why!'  Did  Harry 
and  Fred  take  their  nosegay  to  school .-'  What  did  they  do 
with  it.''  Did  the  boy  deserve  to  have  it.?  Why  did  they 
give  it  to  him  then.?  Yes,  they  gave  it  to  him  to  show  that 
they  had  forgiven  him.  Sometimes  people  are  unkind  to 
you ;  perhaps  one  day  a  boy  went  up  to  you  James,  and 
stole  your  marbles ;  perhaps  your  big  sister  one  day  gave 
you  a  slap,  Mary.  Now,  if  she  ever  slaps  you  again,  or  if 
the  boy  takes  away  James's  marbles  again,  are  you  to  hit 
them  and  call  them  hard  names,  or  to  forgive  them.?  Why  ? 
Yes,  you  should  forgive  them  because  God  wishes  you  to  do 
so ;  because  it  will  be  acting  like  Jesus  to  do  so ;  because  God 
will  not  forgive  you  if  you  do  not  forgive.  Let  us  think  a 
little  about  Jesus.  You  know  that  one  evening  when  he  was 
praying  in  a  quiet  garden,  some  wicked  men  came  and 
dragged  him  away;  you  remember  how  the  soldiers  mocked 
him,  took  off  his  clothes,  put  on  him  an  old  robe,  a  make- 
believe  crown  made  of  thorns — dared  to  be  so  filthy  as  to 
spit  in  his  face,  beat  him;  and  then  they  put  great  nails 
through  his  hands  and  through  his  feet,  and  nailed  him  to  a 
cross  of  wood,  put  it  up  and  let  him  hang  there.  How  the 
nails  must  have  torn  his  hands  ! — what  great  pain  they  must 
have  given  him  !  You  know  if  a  pin  were  put  through  your 
flesh  how  the  pain  would  make  you  cry  out;  what  then  must 
have  been  the  pain  of  the  nails  !  And  then  he  did  not  deserve 
this  cruel  treatment:  he  had  gone  about  doing  good.  If  any 
persons  deserved  to  be  punished,  those  who  put  Jesus,  the 


THE  INFANT-SCHOOL.  1 43 

kind,  loving  Saviour,  to  death,  deserved  to  be;  snd  Jesus 
could  have  punished  them  if  he  had  chosen,  for  he  was  God's 
dear  Son;  but  no,  he  did  not  punish  them.  Instead  of  that, 
he  prayed  for  them  :  he  said,  "  Father,  forgive  them ;  for  they 
know  not  what  they  do !"  Let  us  ask  God,  the  Holy  Spirit, 
to  give  us  a  forgiving  spirit,  and  so  make  us  like  Jesus. 

Here  is  a  story  which  Jesus  once  told,  that  he  might  teach 
us  to  forgive  others  :  A  king  once  had  a  servant  who  owed 
him  ten  thousand  pieces  of  money.  When  the  king  called  the 
servant  that  he  might  pay  back  the  money,  the  servant  had 
nothing  to  pay :  not  even  one  piece  of  money  could  he  pay 
back,  and  he  owed — ten  thousand.  Then  the  king  ordered 
that  the  servant  and  his  wife  and  children  should  be  sold 
as  slaves,  and  work  until  there  was  enough  money  to  pay 
back  the  ten  thousand  pieces.  When  the  servant  heard 
this  he  fell  down  on  his  face  before  the  king,  and  said, 
*' Lord,  have  patience  with  me,  and  I  will  pay  thee  all;"  in 
other  words,  "  Do  wait  a  little  longer  and  I  will  pay  back 
all  the  money."  Suppose  Alfred's  mother  owes  the  baker 
for  a  great  many  loaves,  and  he  was  to  come  to  her  house 
one  day  and  say,  "  I  must  have  my  money ;  I  won't  go  away  till 
you  pay  it  to  me ;"  and  then  your  mother  were  to  cry,  and  tell 
him  how  sorry  she  was  she  had  no  money,  but  that  the 
children  had  been  ill,  and  that  she  had  had  to  give  all  her 
money  to  the  doctor,  but  that  if  he  would  wait  a  week  longer 
she  would  get  the  money  and  pay  him.  Well,  suppose  the 
baker  was  to  feel  quite  sorry  for  your  mother,  and  should  say, 
'■  Well,  I  won't  ask  you  for  the  money  :  you  need  not  pay  me 
at  all.  I  will  give  you  the  bread  you've  had."  Now,  that 
is  what  this  king  did.  The  servant  said,  "  Wait  a  little  longer 
and  I  will  pay  you."  The  king  said,  "You  need  not  pay 
me  at  all :  I  forgive  you  it  all."  The  servant  went  away. 
A&  he  was  going  away  he  met  a  man  who  owed  him  a  hun- 
dred pennies :  he  went  up  to  him,  laid  hold  of  him  very 
rudely  by  the  throat,  and  said,  "  Pay  me  what  you  owe  me !" 


144  I'HE  INFANT-SCHOOL. 

The  man  fell  down  at  his  feet,  and  said,  "  Have  patience 
with  me,  and  I  will  pay  you  all."  Hoiv  much  money  had 
the  king  just  forgiven  the  servant?  Hoiv  much  did  this 
man  owe  the  servant?  What  ought  he  to  have  done?  But 
he  did  not  forgive  him,  but  had  him  put  in  prison  directly. 
Some  servants  were  standing  by  and  saw  what  this  unkind 
servant  had  done,  so  thej''  went  to  the  king  and  told  him  all 
about  it.  .  He  ordered  the  servant  to  be  brought  back  before 
him,  and  then  the  king  said  to  him,  "  O  you  wicked  servant, 
I  forgave  you  all  that  debt :  ought  you  not  to  have  forgiven 
the  poor  man  what  he  owed  you?"  The  king  was  very 
angry  with  him,  and  had  him  put  in  prison  until  he  paid 
the  very  last  farthing.  Then  Jesus  told  the  people  to  whom 
he  was  speaking  that  so  their  heavenly  Father  would  not 
forgive  them  if  they  would  not  forgive  one  another. 

How  many  pieces  of  money  did  the  servant  owe  his  lord? 
Had  he  any  money  to  pay  back  with?  What  did  the  king 
order  to  be  done  to  him  and  his  wife  and  children?  What 
did  the  servant  then  say?  Did  the  king  give  him  a  little 
longer  time.^  How  much  did  a  man  owe  this  servant? 
Tell  me  how  he  treated  the  man?  Who  went  and  told  the 
king  all  about  it?  What  did  the  king  say  to  the  servant? 
What  did  he  do  to  him  ?  Who  was  it  prayed  for  those  who 
treated  him  so  cruelly?  Now^  when  you  go  home,  I  want 
you  to  tell  your  mothers  and  fathers  about  the  lesson.  Re- 
peat it.  If  we  do  not  forgive  others,  God  will  not  forgive  us. 
Try  and  remember  three  things — about  Harry  and  Fred; 
the  king  and  the  servant;  the  Lord  Jesus. 


XVI. 


YOUNG   MEN   AND  WOMEN'S    BIBLE- 
CLASSES. 

E  can  hardly  find  words  to  convey  our  im- 
pression of  the  surpassing  importance  of 
these  classes.  To  train  teachers,  to  train 
mothers  and  fathers,  to  restrain  from  doubtful  com- 
pany, and  to  furnish  good  companions  and  Christian 
associations,  reading,  habits,  impulses  to  the  young 
men  and  women  of  this  generation,  is  a  work 
worthy  of  the  highest  aspirations  of  the  best  and 
noblest  of  our  race.  If  we  look  at  the  census,  we 
cannot  fail  to  notice  the  striking  fact  that  a  little 
more  than  one-third  of  the  entire  population  of 
New  York  are  young  men  and  women  over  fifteen 
and  under  thirty  years  of  age,  while  more  than  one- 
half  of  our  population  is  under  twenty  years  of  age. 
In  a  very  short  time  the  destinies  of  our  country 
and  of  our  churches  will  be  in  the  hands  of  these 
young  people.  To  a  large  extent  they  have  been 
neglected  in  the  family,  in  society,  in  the  Sabbath- 
school,  and  in  the  Chur»ch ;  and  as  Dr.  James  W. 
Alexander  said ;  "  Be  it  ever  remembered,  that  the 
13  K  145 


146  rOUNG  MEN'S   CLASSES. 

neglecters  of  the  Church  have  been  neglected  by  the 
Church."  These  young  people  can  no  longer  be 
petted  •as  children,  and  they  are  not  generally  treated 
with  the  respect  due  to  them  as  rising  yoi  ng  men  and 
women.  Said  a  youth  of  fifteen  once :  "  Uncle,  I 
don't  know  what  I  can  do  with  myself.  I  am  too 
old  to  play  with  children,  and  I  am  not  old  enough  to 
be  interesting  to  the  older  people."  This  anomalous 
position  such  young  people  sadly  feel.  They  are 
sensitive,  beyond  any  other  period  of  life,  to  any 
slight  or  neglect,  and  after  a  vain  struggle  to  gain  a 
recognition  and  position  anywhere,  they  rush  to  the 
gilded  saloons  or  the  giddy  dance  for  that  sympathy, 
kindness,  and  regard  which  they  vainly  seek  for  in 
the  family,  the  Sabbath-school  and  the  Church  of 
Christ. 

This  should  never  be,  and  it  must  not  be.  But 
can  these  persons  be  reached  and  gained  by  the 
Sabbath-school }  And  how  ?  After  due  considera- 
tion, I  reply,  in  the  first  place,  that  they  can  be 
reached.     My  reasons  are ; 

I.  Because  earnest,  warm-hearted,  disinterested 
efforts  in  this  direction  have  ever  been  successful. 
When  building  the  Brick  Church  in  Rochester,  N. 
Y.,  the  names  of  all  the  scholars  and  their  ages  were 
transcribed  and  placed  in  the  corner-stone,  when  it 
was  ascertained  that,  of  the  whole  number — I  think 
652 — the  average  age  was  fourteen  years  and  ten 
months ;  and  other  churches  in  that  city  present  a 
similar   record,   because    the    able    and    influential 


rOUNG  MEN'S   CLASSES.  147 

Christian  business  men   and   women  of  Rochester 
devote  themselves  to  this  great  work. 

2.  Because  no  class  of  persons  is  more  suscep- 
tible to  kind  attention  and  real  sympathy.  They  are 
quick  to  perceive  and  prompt  to  act.  No  class  if 
more  hopeful. 

3.  Because   these    senior  classes,  w^hen   appropri 
ately  conducted,  are  well  adapted  to  meet  the  wants 
of  their  personal,  social,  intellectual,  and  religious 
nature,  and  to  fill  a  secret  void  that  is  keenly  felt  by 
these  precious  youth. 

In  the  second  place,  How  can  our  young  men  and 
women  be  reached  ?     I  answer  : 

I.  Christian  men  and  women  of  real  talent  and 
character,  of  religious  and  social  position,  must  be 
thoroughly  aroused  to  a  self-sacrificing,  devoted, 
heartfelt  interest  for  them.  They  must  put  their 
hearts  into  it.  No  feigned  respect  will  do.  Nothing 
but  real  sympathy  will  be  received.  No  mere  pro- 
fessions will  answer.  These  youth  are  quick  and 
sharp-sighted  to  detect  anything  insincere  or  unreal. 
The  best  men  and  women  of  our  churches  must  be 
chosen  to  take  charge  of  their  classes — persons  who 
can  and  will  understand,  appreciate,  and  respect 
young  people.  They  must  evince  a  more  anxious 
and  watchful  desire  to  notice  and  approve  what  is 
right  in  them,  than  to  condemn  that  which  is  wrong. 
They  must  be  patient  and  forbearing,  with  a  good 
control  of  their  countenance,  tone  of  voice,  language, 
quick  to  discover  the  value  and  bearing  of  the  half- 


148  YOUNG  MEN'S   CLASSES, 

uttered  opinions  of  the  class,  with  an  earnest  per- 
sonal interest  in  each  one  and  all  things  that  concern 
them.  They  should  be  enabled  to  prove  themselves 
sincere  friends  and  counsellors  of  all — both  for  this 
life,  in  employment,  business,  social  questions,  amuse- 
ments, etc.,  and  for  the  life  that  is  to  come.  They 
should  have  an  intelligent  enthusiasm  in  the  great 
w^ork,  with  a  strong  faith  in  God,  in  his  Word,  and 
in  his  Spirit,  and  a  hearty  good-will  to  man. 

2.  Lay  your  plans  for  these  classes  on  so  large 
and  liberal  a  scale  as  to  command  the  scholars' 
respect  as  well  as  your  own.  Render  them  as 
pleasant  and  as  attractive  as  possible.  Make  the  best 
arrangements  you  can  as  to  room,  seats,  library,  and 
periodicals.  I  am  sure  The  Sunday-School  Times 
and  other  Sabbath-school  journals  and  magazines, 
would  be  very  useful  in  such  a  service.  Do  all  you 
can  to  raise  these  classes  in  their  own  estimation, 
and  omit  no  opportunity  to  cherish  self-respect  on 
the  part  of  each  member,  and  try  to  inspire  them  all 
with  higher  aspirations  and  better  hopes.  Manifest, 
as  well  as  feel,  a  personal  interest  in  each  one. 

3.  Aim  high  and  direct.  Have  a  distinct,  definite 
aim  and  object  in  all  your  teachings,  and  see  that 
each  member  of  the  class  clearly  understands  it. 
Young  people  want  drawing  out  and  leading  for- 
ward in  gentle  confidence.  In  these  classes  we 
ought  to  select  and  train  for  the  purpose  our  best 
Sabbath-school  teachers.  If  the  exercises  are  allowed 
to  degenerate  into  unprofitable  discussions,  the  ex- 


YOUNG  MEN'S   CLASSES,  149 

amination  of  curious  questions,  controversies,  or  skep- 
tical subjects,  they  may  be  productive  of  positive 
e/il.  Care  should  be  taken,  therefore,  to  engross 
them  with  the  most  ennobling  themes.  None  can 
better  appreciate  w^hat  is  truly  excellent  than  these 
young  people.  An  appeal  to  the  Word  and  to  the 
Testimony  they  v^ill  understand  and  respect.  Lead 
them  to  compare  Scripture  w^ith  Scripture.  Illustrate 
the  Old  Testament  from  the  Nev^,  and  also  bring 
illustration  for  the  New  Testament  from  the  Old. 
Induce  the  young  people  to  make  the  best  use  of  a 
good  reference  Bible,  searching  out  parallel  passages 
for  comparison,  inference,  and  illustration,  and  all 
will  be  interested  and  benefited.  Use  similes,  meta- 
phors, etc.,  which  so  abound,  as  well  as  comparisons 
and  inferences.  The  following  quotation  may  serve  as 
an  illustration  of  four  figures  of  speech,  all  brought 
into  one  sentence : 

"  Imagine  a  father  bewailing  the  loss  of  his  son, 
by  drowning. 
Simile — He  stood  firmly  upon  the  beach,  like  an  oak 

of  the  forest, 
MetapJior — and  cried  out,  with  trumpet  voice, 
Hyperbole — louder  than  the  cannon's  roar  : — 
ApostropJie — Oh  ocean  !    thou  hast  robbed  me  of 
a  beloved  and  courageous  son." 

4.  The   character,  interests,   and  feelings   of    the 

class  should  be  the  teacher's  unwearied,  daily  study. 

This  will  be  a  noble  work.  Nothing  w^iich  concerns 

them  should  be  treated  by  the  teacher  w^ith  indifTer- 

13  « 


150  YOUNG  MEN'S   CLASSES. 

ence.  His  profoundest  thoughts,  reading,  observa- 
tion, and  study  should  be  laid  under  contribution  to 
his  class.  Painstaking  saves  thousands,  neglect 
ruins  millions.  Count  no  sacrifice  too  dear  to  win 
souls. 

5.  It  is  indispensable  that  the  teacher  of  such  a 
class  should  always  be  courteous.  Religion  should 
at  least  make  its  possessor  a  gentleman,  and  this  the 
young  people  all  know  right  well.  His  whole  life 
and  bearing  will  influence  the  little  circle.  The 
personal  appearance  also  should  be  duly  regarded. 
Says  a  teacher :  "  The  manner  of  a  teacher  should 
always  be  marked  by  these  qualities:  i.  Animation 
— a  quickened,  active  state  of  the  whole  soul ;  2.  In- 
tention— the  aim  and  endeavor  to  impart  the  infor- 
mation required ;  3.  Earnestness — zeal  in  executing 
the  instruction." 

6.  The  class  should  be  consulted,  as  far  as  possi- 
ble, respecting  the  subject  of  study.  The  teacher 
should  lose  no  opportunity  to  evince  his  respect  for 
their  opinions.  His  difficult  questions  should  be 
asked  generally  of  the  class,  while  the  personal 
questions  should  be  easy  and  adapted.  He  should 
receive  all  their  answers  with  an  abounding  charity 
and  confidence,  and  make  the  most  of  the  feeblest 
responses.  A  tart  reply  to  a  single  remark  will 
ofttimes  seal  the  lips  and  hearts  of  a  whole  class. 
They  love  confidence,  and  become  afraid  to  trust  a 
teacher  with  their  stammering,  half-uttered,  imper- 
fect answers,  particularly  if  he  appears  more  anxious 


rOUNG  MEN'S   CLASSES,  151 

to  be  smart  and  witty  than  to  do  them  good  and 
honor  them.  Let  the  lessons  be  systematic  and 
complete.  The^teacher  should  aim  to  draw  out  the 
thoughts  of  his  pupils  in  an  easy  way,  instead  of 
pouring  in  his  own.  '•''Thoughts^  not  words,"  should 
be  the  class-motto,  and  none  can  appreciate  them 
better  than  young  people.  Let  the  illustrations  be 
well-chosen  and  appropriate.  If  you  strike  an  im- 
portant practical  question  during  the  lesson,  do  not 
leave  it  until  satisfactorily  investigated,  whether  the 
lesson  is  covered  or  not.  Let  every  mind  be  calm 
and  unembarrassed,  so  that  it  will  work  well ;  much 
depends  upon  the  class,  as  well  as  upon  the  capacity 
of  the  teacher.  "  A  few  pebbles,  a  piece  of  leather, 
and  a  cord,  are  in  some  hands,  a  -more  formidable 
weapon  than  the  sword  of  a  giant,  although  it  be 
strong  as  a  weaver's  beam  and  keen  as  a  blade  of 
Daipascus  steel.'* 

7.  These  young  people  should  be  especially  inr- 
duced  to  look  into  their  own  hearts,  and  study  their 
own  mental  and  moral  mechanism.  Lead  them 
often  to  converse  about  themselves.  It  has  been 
truly  said,  that  "  it  is  a  law  of  human  nature,  that 
man  is  interested  in  nothing  so  much  as  about  him- 
self." Whatever  relates  to  his  own  personal  experi- 
ence always  claims  his  especial  regard.  Many  quite 
fail  as  teachers,  as  well  as  preachers,  because  they  are 
so  impersonal. 

8-  Social  meetings  of  the  class  should  be  held  now 
and  then,  and  pains  should  be  taken  to  make  them 


152  rOUNG  MEN'S   CLASSES, 

attractive  and  useful.  Young  men  and  women  must 
have  their  social  nature  regarded.  The  teacher 
should  on  such  occasions  strive  tcf  recall  the  fresh- 
ness and  vivacity  of  his  ow^n  youth,  and  live  it  over 
again ;  enter  into  it  heartily,  and  show  the  class 
his  acquaintance  and  sympathy  with  all  their  pecu- 
liar wants,  fears,  and  trials.  Band  the  young  people 
together,  in  social  bonds  and  mutual  pledges  if  you 
please,  to  attend  church,  prayer-meeting,  and  Sab- 
bath-school, to  read  tlie  Bible  and  pray  regularly^ 
and  perhaps  pledge  also  against  improper  reading, 
associates,  games,  drinking,  smoking,  late  hours, 
neglect  of  the  Sabbath,  and  unite  them  in  associated 
literary  efforts,  in  tract  missions.  Sabbath-school 
work,  in  visitation,  and  in  all  ways  of  doing  good. 
There  should  be  social  prayer-meetings  of  the  class 
at  convenient  times.  Have,  also,  a  well-chosen 
library  for  them,  and  point  out  from  time  to  time  the 
books  best  adapted  to  peculiar  wants  and  circum- 
stances. 

9.  Give  each  pupil  distinctly  to  understand  that 
every  step  in  your  efforts  on  his  behalf  is  intended  to 
lead  him  to  Christ ;  that  all  there  is  to  be  desired 
in  this  life  and  in  that  which  is  to  come,  is  embodied 
in  this  idea ;  that  you  expect,  as  soon  as  they  get 
their  minds  clear  upon  the  glad  tidings  of  the  gos- 
pel, that  they  will  embrace  them  at  once.  Life  is 
short,  and  there  is  no  time  to  lose.  Besides,  young 
people  when  convinced  are  generally  prompt  to  act, 
and  therefore  there  is  great  encouragement.     In  fact, 


YOUNG  MEN'S   CLASSES.  153 

no  field  of  benevolent  effort  is  more  full  of  hope  and 
encouragement  than  this  one  of  which  we  speak.  In 
a  Bible-class  in  one  of  our  church  Sabbath-schools 
not  long  since,  fifty-five  persons  united  with  that 
church  during  the  current  year ;  and  in  another 
church  and  class,  fifty.)  and  in  another  still,  thirty- 
four — all  as  the  results  of  one  year's  labor.  How 
glorious !  Let  then  our  sons  and  daughters,  our 
clerks,  scholars,  and  servant-girls,  all  be  gathered 
without  delay  by  the  churches  of  Christ  into  these 
adult  classes.  Thus  let  the  warm,  burning  influences 
of  the  living  teacher  reach  every  youthful  heart. 
Says  an  earnest  worker :  "  Among  persons  of  all 
ages,  truth  most  frequently  has  power  when  spoken 
by  the  living  voice.  The  words  of  a  teacher's  mouth 
should  be  ever  warm  with  the  Spirit's  breath,  and 
strong  with  the  vital  impulses  of  his  throbbing  heart. 
Such  words  children  feel."  In  the  language  of  one 
of  our  Bible  commentators,  the  truth  evidently  is  this  : 
"  That  personal  effort  for  the  souls  of  individuals 
— the  lip,  the  thought,  and  the  heart  of  a  living  man 
— brought  into  contact  with  the  lip,  thought,  and 
heart  of  a  living  man,  is  A  grand  institution  of 

GOD  FOR  THE  CONVERSION  OF  THE  WORLD." 

There  is  such  a  great  necessity  for  adapting  each 
lesson  perfectly  to  the  age,  acquirements,  etc.,  of  the 
scholar,  that  I  add  a  single  specimen  lesson  from 
"  The  Sunday  Teachers'  Treasury."  It  is  upon  the 
same  subject  as  that  taken  up  in  Mr.  Wells's  infant- 
class  lesson — "The  Passover" — and  is  given  that,  by 


154  YOUNG  MEN'S   CLASSES. 

comparison  of  style,  the  adaptation  of  the  same  lesson 
to  infant  and  Bible-classes  may  be  seen : 

Specimeji  Lesson  for  a  Se7iior  Class. 

The  Feast  of  the  Passover. 

(Exodus  xii.) 

Circumstances  of  the  Israelites  at  this  time;  how  solemn, 
how  stirring,  how  intense  in  interest!  The  institution  of 
the  Passover  seems  to  have  a  threefold  design.  It  was — 
I.  An  act  of  faith  and  obedience  on  the  part  of  Israel.  2.  A 
memorial  of  their  deliverance.  3.  A  type  of  Christ.  In  the 
last  view  we  will  study  it  to-day,  looking  less  closely  at 
those  points  which  we  had  on  a  former  occasion,  and  con- 
necting with  the  actual  celebration  of  the  Passover  that 
which  God  connected  with  it — the  feast  of  unleavened  bread 
and  the  offering  of  the  first-fruits  of  the  barley  harvest. 

The  Passover,  then,  was  a  type  of  Christ. 

I.  The  victim  was  to  be  a  lamb ;  and  this  title  is  applied 
to  Christ  (John  i.  29). 

The  first  altar  exhibits  a  lamb  slain ;  the  first  act  of  God 
for  Israel  is  the  slaying  of  the  lamb ;  the  first  deed  of  the 
new  dispensation  was  presenting,  and  then  offering,  the 
Lamb;  the  first  opening  of  the  sanctuary  above,  shows  the 
"Lamb  that  was  slain." 

1.  Without  blemish  (Matt,  xxvii.  4;  i  Pet.  i.  19;  Heb. 
vii.  26). 

2.  Set  apart  four  days  (ver.  3,  6;  John  xii.  i,  12). 

3.  Roasted  with  fire  (Isa.  liii. ;  Ps.  xxii. ;  Luke  xxii.  44). 

4.  Not  a  bone  to  be  broken  (John  xix.  33). 

5.  All  the  congregation  were  to  take  part  (ver.  6 ;  Matt, 
jtxvi.  I ;  Acts  ii.  23-36). 

6.  The  blood  was  to  be  shed  and  sprinkled.  Where.!*  On 
the  side-post  and  upper  door-post;  not  on  the  floor,  where  it 
would  be  trampled  on  (compare  i  Pet.  i.  19;  Heb.  x.  29). 


rOUNG  MEN'S   CLASSES.  155 

It  is  not  enough  that  Christ's  blood  is  shed ;  it  must  be 
sprinkled  on  our  hearts  (Heb.  xii.  24;  i  Pet.  i.  2).  The 
act  of  sprinkling  it  upon  the  door-posts  was  equivalent  to  a 
pi-ofession,  "  I  am  the  Lord's."  It  was  the  means  of  safety, 
"  When  I  see  the  blood"  etc. 

What  encouragement  for  timid  Christians !  Perhaps,  as 
the  angel  went  on  his  awful  mission,  the  shriek  and  wail 
from  some  neighboring  house  would  reach  the  ears  of  an 
Israelitish  family.  A  mother  might  tremble  and  clasp  her 
child  to  her  breast  with  fear;  her  faith  might  be  weak;  but 
if  the  blood  were  on  the  door  she  was  safe,  though  trem- 
bling. "  When  I  see  the  blood,  I  will  pass  over  you."  "Pass 
over."  The  general  idea  that  God  was  passing  through  by 
his  destroying  angel,  and  left  those  doors  on  which  the 
blood  was  seen.  This,  perhaps,  is  not  strictly  the  meaning. 
At  least.  Bishop  Lowth,  an  eminent  Hebrew  scholar,  says  : 
"Two  agents  are  supposed — the  destroying  angel  on  his 
errand  of  judgment,  and  Jehovah  Himself,  as  it  were,  accom- 
panying him ;  and  when  he  sees  the  sign,  '  springing  for- 
ward before  the  door,'  he  makes  Himself  the  safety  of  his 
own"  (compare  Isa.  xxxi.  5). 

Peculiar  beauty  of  the  type  thus  viewed.  If  the  blood  of 
the  Lamb  is  sprinkled  upon  us,  we  are  as  safe,  though  not 
yet  as  happy,  as  the  redeemed  in  heaven  (Rom.  viii.  i,  31, 
33»  34)-  Nothing  but  the  blood  of  the  great  Sacrifice  will 
save  the  soul.  Have  you  come  to  it.''  No  outward  member- 
ship, no  self-denial,  no  suffering,  nothing  but  Christ  can 
save. 

II.  The  paschal  sacrifice  was  to  be  eaten,  i.  The  blood 
was  to  be  sprinkled  before  the  food  was  eaten.  It  was  con- 
sciousness of  safety  through  the  blood  that  enabled  them 
with  gladness  to  partake  of  the  feast.  We  must  have  faith 
in  Jesus  before  we  can  have  communion  with  him. 

2.  It  was  to  be  eaten  with  bitter  herbs  and  unleavened 
bread — the  former  the  emblem  of  their  bitter  oppression  and 


156  YOUNG  MEN'S   CLASSES. 

the  type  ot  sorrow  for  sin ;  the  latter  showing  that  the  re- 
deemed mjst  be  holy.  Thej  are  set  free,  but  it  is  to  be 
made  pure. 

III.  The  Passover  was  to  be  kept. 

The  feast  of  unleavened  bread  was  to  last  seven  daj's.  It 
was,  as  it  were,  the  continuance  of  the  Passover.  The  one 
exhibits  the  ivay  of  pardon:  the  other,  the  holiness  which 
follows  pardon. 

IV.  In  closing  our  subject,  not  exhausting  it,  turn  to 
Leviticus  xxiii.  9-1 1. 

1.  "On  the  morrow  after  the  Sabbath,"  that  is,  the  first 
daj  after  Passover  Sabbath,  sometimes  the  third  day  after 
the  Passover,  sometimes  later. 

2.  The  sheaf  is  evidently  "  Christ  the  first-fruits"  (i  Cor. 
XV.  23).  Jesus  rose  the  third  day  after  the  Passover,  and  this 
has  become  our  Sabbath  ever  since. 

3.  The  first  sheaf  is  the  pledge  of  our  resurrection — that 
is,  of  our  declared  acceptance  and  full  freedom  by  our  resur- 
rection (i  Cor.  XV.  20). 

How  full  the  meaning  of  the  apostle's  words,  "  Christ  our 
Passover  is  sacrificed  for  us,  therefore  let  us  keep  the  feast !" 
Ours  is  a  greater  danger,  a  nobler  deliverance,  a  higher 
ransom,  a  grander  freedom.  Let  us  live  as  those  who  are 
not  :heir  own,  but  are  redeemed  from  "vain  conversation" 
as  veil  as  from  death  and  condemnation. 


XVII. 
THE  ART  OF  SECURING  ATTENTION. 


VERY  one  will  acknowledge  the  indispen- 
sable necessity  of  a  teacher's  securing  good 
attention.     By  attention  we  mean  "  fixity  of 
thought,  steadiness  of  mind." 

1.  Says  Mr.  Fitch  :  "  Attention  is — i.  An  act  of  the 
ivill.  2.  It  is  the  one  of  all  the  mental  faculties 
which  is  most  under  our  control.  Therefore  the 
degree  of  attention  we  give  depends  upon  our  dis- 
position, and  is  therefore  largely  a  matter  of  disci- 
pline^ and  other  things  being  equal,  that  teacher  will 
gain  the  best  attention  who  has  most  personal  influ- 
ence, and  who  is  looked  up  to  with  the  greatest  re- 
spect." (Teacher !  is  your  character,  conduct,  and 
manner  such  as  will  entitle  you  to  respect?)  "  3.  At- 
tention is  a  habit.  If  truly  given,  every  day  it  be- 
comes the  easier.  And  every  day  we  listen  lan- 
guidly to  a  lesson  or  sermon  the  habit  of  inattention 
is  strengthened." 

2.  Attention  is  promoted  by  a  deep  and  earnest 
interest  in  and  sympathy  with  the  child,  as  well  as 
for  him.     We  must  enter  into  sympathy  with  him, 

U  157 


158  SECURING  ATTENTION, 

so  as  to  understand  his  nature,  his  weaknesses,  and 
his  trials,  and  make  all  due  allowance  for  them. 

3.  If  the  teacher  would  secure  attention,  he  must 
be  accui'ately  and  abundantly  prepared',  for  no 
teacher  can  teach  all  he  knows,  and  the  moment  a 
teacher  apj^roaches  the  limit  of  his  preparation,  he 
shows  his  weakness  and  embarrassment,  the  child 
detects  it,  and  he  is  gone. 

4.  Improve  well  the  circumstances  which  surround 
the  daily  life  of  the  child,  for  you  must  here  gather 
your  best  illustrations.  Teachers  can  do  this,  if  they 
are  industrious,  and  will  keep  their  "  Sunday-school 
spectacles  on." 

5.  Give  the  children  frequent  change  of  posture  to 
relieve  them.  Study  to  do  this  especially  in  infant- 
classes.  Give  much  freedom  of  motion  and  gesture 
to  the  little  ones.  If  they  speak  of  God  and  heaven, 
let  them  point  and  look  upward  in  harmony,  and 
thus  teach  them  in  a  reverent  manner  to  act  out  their 
words  and  feelings. 

6.  Simultaneous  reading  and  making  of  ellipses, 
leaving  the  children  to  fill  in  a  word  at  the  close  of 
the  sentence  or  lesson,  will  aid  in  securing  attention. 

7.  Recapitulation  is  very  important  to  gain  the  at 
tention.  The  scholar  must  give  attention  to  be  pre- 
pared for  the  expected  review.  Therefore  always 
ask  in  detail,  in  order  to  see  that  all  is  understood. 
No  child  or  man  ever  takes  pains  to  grasp  a  subject, 
so  as  to  fasten  it  in  his  memory,  unless  he  expects  to 
be  called  upon  for  it,  or  in  some  way  to  find  use  for 


SECURING  ATTENTION.  1 59 

it  hereafter.  We  cannot  retain  in  our  minds  isolated 
or  abstract  knowledge.  Todd  beautifully  says,  "Ask 
a  child  if  he  knows  what  whiteness  is,  and  he  will 
tell  yo'  no  ;  ask  him  if  he  knows  what  a  white  wall 
or  white  paper  is,  and  he  knows  at  once.  Ask  him 
if  he  knows  what  hardness  is,  and  he  will  only  stare 
at  you  ;  but  ask  him  if  he  knows  what  a  hard  wall, 
or  hard  hand,  or  a  hard  apple  is,  and  he  will  tell 
you  at  once."  Connect  the  lesson  with  previous 
knowledge,  and  take  great  care  to  sustain  attention 
with  abundant  resources,  for  if  it  is  once  lost,  it  is 
a  very  difficult  thing  to  regain  it  on  the  same  lesson. 
8.  Pictorial  power.  Word-painting  by  the  aid 
of  the  imagination  and  ample  details ;  the  power 
of  describing  scenes  and  incidents,  so  as  to  appear 
real  to  the  child's  imagination,  will  assist  you  in  gain- 
ing his  attention.  If  you  will  dwell  on  all  the  little 
details  of  a  fact  clearly,  you  will  be  graphic  in  pic- 
turing it  out  in  words ;  and  without  these  details, 
the  teacher  may  sometimes  be  very  graphic  with 
children,  even  in  the  simple  act  of  reading  with  suit- 
able emotion^  ejn^hasis^  and  action.  Said  a  little 
girl,  "  Oh,  father,  Mr.  F.,  the  minister,  read  the  21st 
chapter  of  Revelation  in  church  to-day,  and  it  was 
just  as  if  he  had  taken  a  pencil  and  paper  and  pic- 
tured it  right  out  before  us."  It  is  St.  John's  elegant 
description  of  the  Holy  City.  The  Bible  makes 
great  use  of  the  imagination  in  its  numerous  emblems, 
metaphors,  similes,  etc.  In  fact,  we  cannot  worship 
God  without  the  aid  of  the  imagination.      God  is 


l6o  SECURING  ATTENTION. 

compared  to  a  sun  and  shield  ;  a  rock  and  refuge. 
Heaven  itself  is  described  with  its  streets  and  harps 
and  crowns  of  gold,  its  arches,  mansions,  rivers,  etc. 
Even  our  divine  Redeemer  calls  himself  the  vine, 
the  tree,  the  lamb,  the  bread,  and  fountain  of  living 
waters. 

9.  Avoid  a  stereotyped  or  routine  mode  of  teach- 
ing. If  ever  so  good,  strive  to  improve  it ;  vary  it, 
and  freshen  it  up  in  some  way,  and  thus  keep  each 
child  expecting  something. 

10.  Awaken  curiosity.  Archbishop  Whately  says  : 
"  Curiosity  is  the  parent  of  attention  ;  and  a  teacher 
has  no  more  right  to  expect  success  from  those  who 
have  no  curiosity  to  learn,  than  a  husbandman  has 
who  sows  a  field  without  ploughing  it ;"  duly  regard 
their  love  of  approbation  by  cherishing  their  self- 
respect ;  and  if  you  would  retain  attention,  patiently 
cultivate  their  inquisitiveness^  for  it  will  prove  one 
of  the  grateful  rewards  for  your  kindness.  Says  an 
old  writer  :  "  The  general  occupation  of  infancy  is  to 
inquire.  Education  directs  their  inquiries."  There- 
fore, bear  patiently  with  your  little  ones,  and  answer 
all  their  endless  questionings.  Do  not  rashly  check 
the  rising  spirit  of  free  inquiry  with  an  impatient 
word  or  frown.     Says  the  poet : 

"Answer  all  a  child's  questions,  and  ask  others  as  simple 
As  its  own,  jet  wisely  framed 
To  waken  and  prove  the  young  child's  faculties, 
As  though  its  mind  was  some  sweet  instrument, 
And  jou  with  breath  and  touch  were  finding  out 
What  stops  and  keys  would  yield  the  sweetest  music." 


SECURING  ATTENTION,  l6l 

Now,  I  will  freely  acknowledge — i.  That  atten- 
tion, such  as  "we  want  to  get  from  children,  is  a  very 
difficult  thing  for  anybody  to  give.  The  incidents  of 
yesterday  and  the  cares  of  to-day  and  business  and 
pleasures  of  to-morrow,  will  divert  and  scatter  atten- 
tion. 2.  That  fixed  attention  to  religious  subjects  is 
particularly  hard  for  any  one,  and  especially  hard 
for  children  to  give  ;  but  hard  as  it  is,  we  inust  have 
it^  and  no  half-hearted,  languid  attention  either,  if 
we  are  to  do  any  real  good  in  the  Sunday-school. 
3.  Says  an  old  writer  to  Sunday-school  teachers : 
"  Let  me  tell  you,  you  w^ill  not  get  it  by  claiming  it ; 
by  demanding  it  as  a  right ;  or  entreating  it  as  a 
favor,  by  urging  upon  your  pupils  the  importance  of 
the  subject,  the  sacredness  of  the  day,  the  kindness 
of  the  teachers,  or  the  great  and  solemn  character  of 
the  truths  which  you  have  to  impart.  All  these  are 
legitimate  arguments  to  be  used  with  older  Christians, 
but  will  not  do  to  rely  upon  with  children.  Nothing 
in  the  long  run — except  fear,  which  is  a  very  unsatis- 
factory motive — can  keep  a  child's  attention  fixed  but 
a  sense  of  real  interest  in  the  things  which  you  are 
saying.  The  subject  must  claim  attention  for  itself, 
and  therefore,  the  teacher  needs  always  to  be  accu- 
rately prepared  and  well  furnished  with  correct  know- 
ledge, parallel  passages,  illustrations,  facts,  anecdotes, 
definitions  of  hard  words,  allusions,  poetry,  etc.  In 
all  your  teaching,  forget  not  to  recall  the  fresh  spirit 
of  your  childhood  in  all  its  warmth  and  earnest- 
ness,   remembering   that   he    is   the  wisest    teacher 


1 62  SECURING  ATTENTION, 

who  can  combine  the  man's  intellect  with  the  child's 
heart." 

Now  it  may  be,  after  all,  teacher,  that  your  children 
may  be  inattentive,  or  they  will  disobey  your  com- 
mands, or  they  will  fail  to  treat  }Ou  with  respect; 
but  if  that  should  be  so,  we  will  reply,  in  conclusion, 
in  the  impressive  words  of  Mr.  Fitch  :  "Ask  yourself 
in  that  case  whether  your  own  behavior  is  uniform 
and  dignified ;  whether  you  ever  give  commands 
without  seeing  that  they  are  obeyed  ;  whether  you 
waste  your  words  or  your  influence  in  an  injudicious 
way  ;  whether  there  is  anything  in  your  conduct  that 
reveals  to  the  children  a  want  of  punctuality  or  order, 
or  of  earnestness  or  steadfastness  on  your  part?  For 
children  are  very  keen  observ^ers  of  character,  and, 
in  the  long  run,  are  sure  to  feel  loyalty  and  affection 
for  one  who  is  manifestly  anxious  to  do  them  good, 
and  who  can  be  uniformly  relied  on  in  word  and  in 
deed." 
14* 


XVIIL 


THE  ART  OF  QUESTJONING. 

HERE  is  a  real  art  in  knowing  where, 
when,  and  how  to  put  a  good  question,  that 
shall  quicken  the  memory,  set  the  mind  to 
tliinking,  and  call  back  the  reflective  faculties.  Such 
are  the  possibilities  of  a  question.  A  large  propor- 
tion of  all  the  good  teaching  in  our  Sabbath-schools 
is  brought  about  by  the  simple  process  of  questions 
and  answers.  "A  question  unveils  the  soul.  No- 
thing can  escape  a  question.  A  question  reveals 
decision."  Hence  the  skill  required.  Mr.  J.  G. 
Fitch  says :  "  The  success  and  efficiency  of  our 
teaching  depend  more  on  the  skill  and  judgment 
with  which  we  put  questions  than  on  any  other 
single  circumstance." 

This  art  is  to  be  learned,  like  any  other  art,  by 
much  study  and  patient  practice,  for  we  best  learn 
the  art  of  questioning  by  questionmg,  Augustine 
says :  "  A  boy  can  preach,  but  a  man  only  can  cate- 
chise," and  Lord  Bacon  says:  "A  wise  question  is 
the  half  of  knowledge."     Therefore  the  great  skill 

163 


l64  ART  OF  QUESTIONING. 

in  teaching  consists  mainly  in  the  right  forming  and 
asking  of  questions. 

If  this  be  true,  it  follows  that  this  subject  should  be 
regarded  as  of  special  importance  by  every  teacher. 
Teachers  often  say  that  they  cannot  succeed  in  ask- 
ing questions  without  the  book  ;  that  they  do  not 
know  wdiat  to  ask.  To  this  I  reply,  i.  There  is  never 
any  difficulty  in  forming  the  question  where  there  is 
an  interest  to  obtain  the  answer.  2.  It  is  generally 
unwise  to  ask  any  question  unless  w^e  have  an  interest 
in  obtaining  the  answer.  Do  not  tantalize  the  little 
ones.  Says  Mr.  Hassell :  "  A  question  under  some  cir- 
cumstances will  merely  produce  an  exercise  of  the 
memory ;  under  others  an  exercise  of  reasoning ; 
and  under  others  again  it  will  stimulate  inquiry," 
and  we  may  add,  awaken  curiosity.  Mr.  Groser 
says :  "  The  true  scope  of  questioning-power  is  as 
follows  :  To  awaken  curiosity  or  the  desire  to  know  ; 
to  arouse  the  memory  or  the  recollection  of  what  is 
already  known  ;  or  to  point  out  something  unknown, 
which  may  be  inferred  from  that  which  is  known." 
A  question  skillfully  put  will  arouse,  will  fix  atten- 
tion, concentrate  the  thoughts,  and  so  discipline  the 
mind  of  the  pupil. 

There  are,  however,  many  bad  and  indifferent  ques- 
tions put,  in  religious  teaching,  which  a  little  know- 
ledge of  the  correct  rules  of  the  art  of  questioning 
will  enable  us  to  avoid.  Frequently  a  slight  varia- 
tion in  the  form  changes  a  bad  question  into  a  good 
one.     For  instance  :  "  Moses  was  a  good  man,  was 


ART  OF  QUESTIONING,  165 

he  not?"  is  a  bad  question.  "What  kind  of  a  man 
was  Moses?"  is  a  good  question,  as  it  awakens 
thought.  "  What  do  you  understand  by  faith  and 
repentance.^"  is  a  bad  question,  for  it  is  ambiguous 
and  indefinite,  and  perplexes  the  child.  "  Will  you 
tell  me  what  is  faith?"  is  a  good  question,  for  it 
compels  the  child  to  think  and  to  inquire — it  puts 
into  his  hand  the  laboring  oar  and  he  must  row. 
"  Did  David  kill  Goliath  with  a  stone  or  with  a 
sword?"  This  is  a  bad  question.  It  is  involved  and 
suggestive.  Ask  the  child  simply,  "  With  what  did 
David  kill  Goliath  ?"  and  the  question  is  a  good  one, 
in  strict  conformity  with  the  laws  of  questioning  and 
of  the  child-mind. 

Another  class  of  questions  is  very  common,  but 
well  nigh  useless,  namely,  leading  questions,  such 
as,  "  Was  David  a  good  man .?"  "  Was  Goliath  a 
wicked  man  ?"  These  are  mostly  bad  or  indifferent 
questions,  and  are  almost  a  total  loss  to  the  teacher. 
Slightly  vary  them  in  the  following  way,  and  you 
make  them  at  once,  in  every  aspect,  good  questions. 
"What  kind  of  a  man  was  David?"  "What  kind 
of  a  man  was  Goliath  ?"  Teachers  will  remember, 
therefore,  to  avoid  ambiguous  or  indefinite,  involved 
or  suggestive,  and  leading  questions,  which  latter  are 
answered  "  Yes"  or  "  No,"  for  they  are  generally  of 
little  avail. 

What  kind  of  questions,  then,  shall  Sabbath- 
school  teachers  seek  to  use  ?     I  reply  : 

I.  Questions  of  Examination^  in  order  to  find 


1 66 


ART  OF  QUESTIONING. 


out  what  the  pupil  ah-eady  knows ;  to  gauge  his 
present  knowledge,  and  ascertain  what  he  needs  to 
know. 

2.  Qiiestions  of  explanation  of  particular  words, 
which  should  be  put  freely  while  reading  the 
lesson. 

3.  Qiiestions  of  actual  instruction.,  or  reflective 
questions,  thus  making  the  pupil  teach  himself,  or 
find  out  as  much  as  possible  by  thinking  and  inquir- 
ing, and  thus  leading  him  to  correct  his  own  answers. 
Much  instruction  may  be  communicated  by  asking 
questions  and  correcting  the  answers,  but  great  care 
should  be  taken  to  make  the  most  of  the  answers, 
and  to  do  full  justice  to  them.  Socrates's  plan  was 
to  lead  the  pupil  by  a  pleasant  question  to  discover 
his  own  error,  instead  of  directly  charging  him  with 
it.  Encourage  your  scholars  by  all  means  to  ask 
questions  with  freedom,  and  give  your  teaching  more 
the  form  of  an  earnest  conversation. 

4.  Questions  of  recapitulation  or  review.  In 
this  way  you  ascertain  whether  your  lessons  are 
received,  for  the  test  is  their  telling  it  back  to  you  in 
their  own  language.  You  question  the  lesson  into 
the  minds  of  the  scholars,  and  then  question  it  out 
again.  Herbert,  in  his  "  Country  Parson,"  gives  us 
an  illustration.  After  asking,  "  Since  man  is  so  mis- 
erable, what  is  to  be  done?"  and  the  answerer  could 
not  tell,  instead  of  telling  him,  he  properly  asked 
the  following  simple  question,  "  What  would  he 
do  if  he  were  in  a  ditch  .^"      This  familiar  illustra- 


ART  OF  QUESTIONING,  167 

tlon  made  the  answer  so  plain  that  he  was  even 
ashamed  of  his  ignorance  ;  for  he  could  not  but  say, 
"  He  would  make  haste  out  of  it  as  fast  as  he  could." 
Then  he  proceeded  to  ask  whether  he  could  get  out 
of  the  ditch  alone  or  whether  he  needed  a  helper, 
and  who  was  that  helper?  This  is  the  skill ;  and 
doubtless  the  Holy  Scripture  intends  thus  much  when 
it  condescends  to  the  naming  of  a  plough,  leaven, 
boys  piping  and  dancing,  showing  that  ordinary 
things  are  to  be  washed  and  cleansed,  and  serve  as 
lights  for  heavenly  truths. 

5.  Qiiestions  with  an  ellipsis  are  most  useful  in  the 
review  or  summing  up  of  the  lesson,  as,  "  He  says, 
I  am  the  good — Shepherd.     Come  unto — me"  etc. 

6.  Qiiestions  may  often  be  used  to  kindle  the 
reflective  faculties,  to  exercise  the  mind  and  to 
develope  ideas. 

7.  And,  lastly,  questions  applying  divine  truth— 
softly,  thoughtfully,  and  in  a  few  words — should 
never  be  forgotten.  Jesus  did  so  and  so.  '-''Do  youP** 
David  said,  "  Oh  how  love  I  thy  law,'"'  ''''Do  you 
so  love  itP'*  Solomon  said,  "  Remember  now  thy 
Creator."  Charlie,  '''' Do  you  love  to  remember  your 
Creator?"  or  "  Why  not?"  etc. 

Not  only  are  the  character  and  adaptation  of  the 
question  of  great  import':Ance,  but  the  manner  and 
look  of  the  eye  and  the  tone  of  voice  and  the  man- 
ner of  receiving  the  answer.  The  manner  should 
be  kind,  gentle,  life-like,  and  winning  ;  the  look  of 
the  eye  should  beam  with  life  and  interest,  while  the 


1 68  ART   OF  QUESTIONING. 

tone  of  voice  should  bespeak  great  tenderness  and 
sympathy.  A  cold,  formal  tone  of  voice  will  repel 
the  answer,  even  with  a  good  question.  It  should  be 
sprightly,  and  respectfully  familiar  and  natural. 
Children  cannot  endure  coldness  nor  dullness  nor 
dryness  ;  therefore  avoid  all  long  pauses  and  sluggish 
manner  and  heavy  voice.  The  way  which  you  re- 
ceive the  answers  will  determine  the  question  whether 
your  scholars  v^'ill  freely  answer  you  or  not.  Make 
the  most  of  an  answer  unless  it  is  absolutely  wrong, 
and  if  wrong,  say,  "  Will  some  scholar  tell  me  why 
that  answer  is  wrong.?"  Search  out  for  all  the  points 
or  hints  of  truth  you  can  find  in  the  answer  of  the 
child,  and  unfold  it  and  hold  it  up  in  the  most  favor- 
able and  gracious  light. 

Never  snap  up  a  scholar,  or  neglect  or  ridicule  his 
answers,  however  faulty.  Always  be  candid  and 
sincere,  and  your  scholars  will  soon  learn  to  trust 
tliemselves  with  you.  A  sharp,  harsh  reply  will 
close  the  lips  of  a  whole  class.  Enunciate  every  word 
with  clearness.  Vary  the  questions  with  all  patience 
if  not  answered  readily,  and  never  think  a  child  does 
not  know  because  he  does  not  answer  the  question 
at  once.  Be  sure  "  never  to  tell  a  child  what  you 
could  make  that  child  tell  you." 

Let  your  questions  have  a  regular  connection,  so 
that  one  will  naturally  follow  another,  and  in  fact, 
glide  into  the  next,  and  "  say  as  little  as  you  can  in 
questioning  and  teaching,  but  so  say  it  as  to  cause 
the  children  to  sa}  as  much  as  possible." 


ART   OF  QUESTIONING.  1 69 

Then  again  be  careful  to  adapt  your  questions 
well.  Do  not  tell  much  in  your  questions.  Put  the 
right  question  to  the  right  scholar,  for  it  will  not  do 
to  ask  A  or  B  or  C  a  question  which  only  D  in 
the  class  can  answer,  for  we  are  not  to  ask  any  child 
any  question  unless  we  suppose  the  answer  is  in  the 
mind  of  the  child. 

It  is  of  particular  importance  that  in  the  com- 
mencement of  a  lesson  we  always  start  aright.  Have 
some  easy,  pleasant  questions  ready,  which  they  will 
be  glad  to  answer.  No  matter  what  occurs,  never 
manifest  impatience  or  severity,  or  descend  to  a 
witticism  or  a  sneer.  A  sneering,  sarcastic  teacher 
should  be  left  out  of  the  school.  Therefore  gladly 
receive  and  develope,  in  the  most  charitable  manner, 
the  half-uttered,  stammering  answer  of  the  child  at 
your  feet,  and  your  children,  in  their  hearts,  will 
bless  you. 

Dr.  Arnold,  the  great  teacher  at  Rugby,  said : 
"  It  was  his  practice  to  teach  by  questioning,  and 
as  a  general  rule,  he  never  gave  information  except 
as  a  kind  of  reward  for  an  answer.  His  explanations 
were  as  short  as  possible,  and  his  qyestions  were  of 
a  kind  to  call  the  attention  of  the  boys  to  the  real 
point  of  every  subject,  and  to  disclose  to  them  the 
exact  boundaries  of  what  they  knew  and  what  they 
did  not  know."  Let  me  add  to  this  Archdeacon 
Bather's  account  of  how  he  became  a  catechist.  He 
says  in  his  "  Hints  on  Catechising :" 

*'  Perhaps,  gentle  reader,  before   I  actually  enter 

15 


l*JO  ART   OF  QUESTIONING. 

upon  my  task  of  teaching  you  to  teach  others  by 
catechising,  it  may  be  as  well  to  tell  you  how  I  be- 
came a  catechist  myself;  for  the  thought  seized  upon 
me  and  occupied  me  much  in  very  early  life.  I  was 
at  school  at  Rugby,  and  at  the  time  I  speak  of,  was 
in  what  we  called  the  '  upper  third,^  The  '  upper 
fourth'  was  under  the  care  of  Mr.  Innes,  afterwards 
Head  Master  of  the  Royal  Free  Grammar  School 
at  Warwick.  As  I  was  sitting  one  evening  in  the 
room  of  my  private  tutor,  Mr.  Homer,  some  one 
knocked  at  the  door,  and  in  came  Mr.  Innes. 
'  Bather,'  says  he,  '  when  Mr.  Homer  has  done  with 
you,  will  you  come  up  into  my  room  "^  I  want  to 
speak  to  you  ;  you  will  find  nobody  there  but  O — — 
(naming  one  of  my  school-fellows)  and  myself.'  Of 
course  I  went ;  and  Mr.  Innes,  motioning  my  com- 
panion to  a  chair  and  myself  to  another,  took  his 
own  and  addressed  us  thus  :  '  I  am  going  to  set  you 

two  boys  very  hard  at  work.     Pray,  O ,  do  you 

know  anything  about  astronomy  T  '  Not  much,  I 
am  afraid,  sir.'     '  And  you.  Bather  .f"    '  Not  so  much 

as  O ,  I  am  afraid.'     '  Well,  now,  do  not  flatter 

yourselves  that  I  am  going  to  tell  you  anything  about 
it,  for  I  shall  do  no  such  thing.  Nevertheless,  you 
shall  know  more  about  it,  and  a  good  deal,  too, 
before  you  go  out  of  this  room.'  He  then  put  ques- 
tions to  us  both,  by  which  he  soon  elicited  all  the 
particulars  of  such  little  knowledge  as  we  possessed  ; 
and  then  he  questioned  us  further,  soon  causing  us 
to  make  many  blunders,  and  then  making  us  correct 


ART  OF  QUESTIONING.  171 

our  answers,  so  that  we  certainly  did  quit  the  room 
with  fuller  and  more  orderly  notions  of  the  matter 
than  we  brought  into  it."  He  says,  although  this 
did  not  make  him  an  astronomer,  yet  it  led  him  to 
think  and  discern  what  must  be  the  most  eflectual 
way  of  imparting  knowledge,  for  "  under  Mr.  Innes 
his  interest  never  flagged  ;  he  could  have  listened  all 
night." 

From  the  same  source  is  here  added  another  illus- 
tration of  teaching  by  the  means  of  leading  ques- 
tions. "  Then  was  Jesus  led  up  of  the  Spirit  into  the 
wilderness,"  etc.  "  Then  was  Jesus."  What  do 
you  mean  by  "then  was  Jesus?"  (Hesitates.) 
"  Then  took  Mary  a  pound  of  ointment."  What 
do  you  mean  by  "  then  took  Mary.?"  Then  Mary 
took.  What  do  you  mean  by  "then  was  Jesus?" 
and  the  answer  came  readily,  "  Then  Jesus  was." 
Now  you  shall  question  me.  Put  me  a  question  to 
which  each  clause  shall  be  a  reply,  beginning  with 
the  first.  "  When  was  Jesus  led  up  to  be  tempted  ?" 
"Then."  So  here  you  are  taught — what?  The 
time  when  these  things  took  place.  Put  me  a  ques- 
tion to  which  the  words  "  led  up"  shall  be  an  answer. 
"What  was  done  to  Jesus?"  He  was  "led  up." 
Put  a  question  for  the  word  "  Spirit."  "  W^ho  led 
him  up?"  "  The  Spirit."  So  of  the  word  "wilder- 
ness." "  Whither  did  the  Spirit  lead  him  ?"  "  Into 
the  wilderness." 

Let  us  add  one  more  illustration,  showing  how  to 
put  questions  to  help  and  lead.     The  manner  must, 


172  ART   OF  QUESTIONING. 

of  course,  be  right,  for  a  clumsy  method  will  hinder 
rather  than  help,  and  if  we  expect  a  right  answer 
the  question  must  be  a  simple  one,  or  one  that  will 
not  admit  of  being  put  as  Huo  questions.  The  fol- 
lowing anecdote  may  serve  as  the  illustration  :  "  A 
lady  came  one  day  to  my  school  and  requested  me 
to  let  her  hear  the  children  catechised.  The  class  hap- 
pened to  be  reading  the  third  chapter  of  the  Acts,  the 
first  of  which  reads  thus  :  "  Now  Peter  and  John  went 
up  together  into  the  temple  at  the  hour  of  prayer, 
being  the  ninth  hour.'  '  Well,'  I  said  to  the  teacher,* 
'  stop  there  and  question  them  on  that  verse.'  '  AX. 
what  time  of  day.?'  said  he,  'did  those  things  take 
place  which  are  here  set  down  T  '  At  the  ninth 
hour,'  replied  the  class.  But  the  poor  boy  became 
a  little  frightened  at  something  or  other,  and  con- 
sequently puzzled  ;  and  after  some  hesitation  said, 
'Well,  then,  at  the  ninth  hour,  wJio  went  where F 
The  first  boy  in  the  class  smiled  a  little,  but  made  no 
answer  ;  the  next  seemed  to  think  a  little,  but  still  no 
voice  came.  I  took  care  that  nobody  should  answer 
out  of  his  turn,  and  the  question  was  put  to  every 
boy  severally  to  the  bottom  of  the  class.  The  lady 
turned  to  me  and  expressed  her  surprise  that  out  of 
a  class  of  five-and-tvventy  boys  nobody  could  answer, 
'Well,  ma'am,  I  am  afraid  you  will  consider  these 
five-and-twenty  boys  very  stupid,  but  l^t  us  look  a 
little  further  into  the  matter.'  And  then,  turning 
round,  my  eye  caught  that  of  Jack  Thompson. 
'  Jack,^  said  I,  '  how  many  stupid  boys  have  we  got 

*  A  scholar  who,  for  the  time  being,  was  teacher. 


ART  OF  QUESTIONING.  l73 

in  our  second  class?'  'One,  sir,'  says  Jack.  'And 
who  may  he  be  ?'  '  The  teacher,  sir.'  '  You  must 
prove  your  words,  Jack  :  come  and  teach  the  class 
yourself.'  Now  Jack  was  not  an  impudent  boy  ;  but 
as  he  advanced  and  saw  the  lady  looking  at  him,  he 
did  not  appear  so  confused  as  poor  Peter  had  done 
before,  and  he  betook  himself  at  once  to  business. 
'  You  have  told  us,'  said  he,  '  that  the  things  related 
in  this  verse  took  place  at  the  ninth  hour  of  the  day  ; 
to  what  was  that  hour  wont  to  be  devoted  ?'  '  To 
prayer.'  '  And  what  was  the  building  called  that  was 
open,  at  that  time,  to  receive  the  worshippers  ?'  '  The 
temple.'  '  Are  not  some  persons  specially  mentioned 
who  came  to  the  temple  at  that  time  ?'  '  Yes.'  '  How 
many  ?'  '  Two.'  '  What  were  their  names  ?'  '  Peter 
and  John.'  'Where  did  Peter  and  John  go  at  the 
ninth  hour.?'  '  Into  the  temple.'  '  What  for?'  '  To 
pray,'  etc.  The  lady  began  to  perceive  that  the 
children  did  know  something  about  the  matter,  and 
Jack  Thompson,  being  concerned  for  the  conduct  of 
his  class,  proceeded  to  ask  them  a  great  many  more 
questions,  to  which  the  answers  were  very  satisfac- 
tory. The  lady  good-humoredly  expressed  her 
approval,  and  I  said,  '  Now,  madam,  3'ou  see  that  all 
that  was  the  matter  was,  that  poor  Peter,  being  a 
little  confused,  put  his  questions  in  a  clumsy  manner. 
Depend  upon  it,  he  will  not  soon  do  the  like  again.'  " 
Questions  should  be  progressive,  that  is,  they  should 
proceed  from  the  simple  and  the  known  to  the  faintly 
known,  and  thence  to  the  unknown. 


w^s 

^^^^nffSssnKT^s 

If^g 

^Mm 

^^^^^^^^H 

s^^ 

^^^^^^^^^ 

XIX. 


THE  TEACHERS'  MEETING. 

REGULAR  weekly  meeting  of  Sabbath- 
school  teachers  for  conference  and  prayer 
about  all  school  matters,  and  a  mutual  con- 
tribution of  thoughts  and  illustrations  and  plans  of 
teaching  adapted  to  each  and  to  all  the  various 
classes  on  the  next  Sabbath's  lesson,  is  now  con- 
sidered an  indispensable  necessity.  And  it  is  a  great 
social  and  religious  privilege  as  well. 

We  are  all  unworthy,  and  need  to  learn  how  to 
teach  Scripture  truths  attractively  to  youthful  minds. 
All  need  training  for  the  work,  and  the  weekly 
teachers'  meetings  ought  to  be  the  grand  normal 
training-schools  for  Sabbath-school  teachers  every- 
where. Every  Sabbath-school  ought  also  to  have 
a  Bible-class  or  two  for  the  training  of  teachers.  The 
almost  half  a  million  of  Sabbath-school  teachers  in 
our  land — the  masses — cannot  mingle  with  us  in 
council  in  our  great  Conventions  and  Institutes,  and 
consequently  the  few  favored  ones  must  imbibe  the 
spirit  and  avail  themselves  of  ample  materials,  and 
carry  it  down  to  the  quiet,  devoted  workers  in  com- 
174 


THE    TEACHERS'  MEETING,  175 

mon  Sabbath-schools  through  the  means  of  a  well' 
ordered  teachers'  meeting.  The  meeting  can  be 
held  for  one  hour  and  a  half  on  a  week-day  evening 
at  the  lecture-room,  or,  better  yet,  at  the  superintend- 
ent's house  or  that  of  one  of  the  teachers,  alternately. 
It  is  conducted  usually  by  the  superintendent,  but 
sometimes  by  the  pastor,  or  by  one  of  the  teachers 
who  can  sustain  the  interest. 

But  we  are  met  at  this  point  with  a  stubborn  and 
overwhelming  fact,  viz. :  a  large  proportion  of  all 
these  meetings  attempted  to  be  held  have  resulted 
in  a  failure,  and  have  been  abandoned,  so  that  now 
in  some  places  not  one  school  in  ten  or  twenty  holds 
such  a  meeting.  With  such  an  experience  we  can 
never  ask  Sabbath-school  teachers  to  try  the  experi- 
ment on  the  old  plan.  We  must  count  the  cost,  and 
Sabbath-school  men,  with  only  an  hour  or  two  in  a 
week  for  it,  cannot  afford  to  make  mistakes  or 
failures.     Time  is  too  precious. 

The  great  practical  question  arises.  What  are  the 
causes  of  failure.'*  Is  it  anything  inherent  in  these 
meetings  }  or  is  it  in  the  wrong  mode  of  conducting 
them.?  After  a  most  careful  investigation  of  the 
subject,  especially  during  the  last  fifteen  or  twenty 
years,  I  have  come  to  the  deliberate  conclusion  that 
it  is  owing  almost  entirely  to  the  wrong  plans  on 
which  they  are  conducted.  What  have  been  these 
wrong  plans  } 

I  St.  They  have  ordinarily  been  conducted  on  the 
Bible-class,  question-book,  commentary-studying,  and 


176  THE    TEACHERS'  MEETING, 

theological-discussing  plans  ;  and  on  those  plans  they 
have,  and  will,  in  at  least  nine  cases  out  of  ten,  re- 
sult in  failure,  whether  in  the  hands  of  pastors  or  of 
superintendents.  Teachers  do  not  gain  enough  in 
such  meetings  to  reward  them  for  their  time  and 
trouble  in  coming,  and  consequently  they  cannot  be 
censured  for  non-attendance. 

3d.  Another  plan  of  conducting  them  is  in  the 
form  of  lectures.  But  on  this  plan  not  even  an  ex- 
pository lecture  has  prevented  the  meeting  from  be- 
ing a  failure.  Occasionally  a  pastor  or  a  superin- 
tendent, with  great  expository  powers  and  a  sprightly 
manner  of  analyzing  truth  and  a  personal  sjanpathy 
with  the  teachers  and  children,  can  sustain  and  make 
these  meetings  interesting  and  profitable  on  this 
plan,  and  to  such  we  can  say — God  bless  you — go 
on  I  But  we  cannot  afford  to  recommend  any  plan 
for  general  adoption  with  such  a  prospect  of  failure. 

What,  then,  must  be  done?  We  say  decidedly, 
revolutionize  your  flans^  and  meet  with  the  direct 
aim  and  purpose  of  helping  07ie  another  in  your 
work,  and  especially  on  the  next  Sabbath's  lesson. 

What  then  are  the  objects  of  teachers'  meetings, 
and  how  should  they  be  conducted?  The  ob- 
jects appear  to  me  to  be — i.  To  get  all  the  teachers 
W'ell  acquainted,  socially  and  religiously,  and  as 
teachers.  2.  To  combine  our  mutual"  confidences, 
sympathies  and  prayers.  3.  To  mutually  help  each 
other  and  relieve  each  other's  difhculties  by  con- 
ferring  together   on    such    questions   as — how    best 


THE   TEACHERS'  MEETING.  177 

to  secure  and  retain  attention  ; — how  to  question  ; 
• — how  to  prepare  the  lesson  and  present  it,  and 
teach  it ; — how  to  draw  lessons  of  instruction,  illus- 
trate and  apply  truth  ; — how  to  analyze  the  lesson, 
lay  out  the  plan  of  it,  and  break  it  up  into  small, 
convenient  parcels,  adapted  to  all  capacities  from 
the  infant  up  to  the  adult  classes  ; — how  to  make 
the  Word  of  God  most  useful,  most  interesting  and 
most  impressive  to  youthful  minds,  convicting  of 
sin  and  converting  to  God  ;  and  the  thorough  training 
of  the  young  in  the  Christian  life,  and  in  the  sound 
knowledge  of  revealed  truth. 

The  way  to  conduct  these  meetings  is,  to  go  to 
work  naturally,  systematically  and  directly,  in  a  com- 
mon-sense way,  to  accomplish  these  grand  objects. 
Suppose,  after  singing  two  verses  of  an  appropriate 
hymn,  a  direct  prayer  of  two  or  three  minutes,  and 
one  verse  of  Scripture  that  just  meets  the  case,  the 
leader  inquires  for  the  next  half  hour  the  size,  regu- 
larity, etc.,  of  the  diflerent  classes,  and  asks  counsel 
to  correct  irregularities.  In  this  way  the  teachers 
will  become  so  well  acquainted  with  each  other's 
classes  that  they  can  intelligently  pray  for  each  other. 
Then  have  a  recess  of  ten  or  fifteen  minutes  for  in- 
troduction and  social  intercourse ;  after  which  an- 
other half  hour  should  be  devoted  to  inquiring  of 
each  teacher  for  the  various  best  thoughts  of  the 
lesson  for  them  to  use.  Let  the  next  meeting  be 
directed  to  the  difficulties,  and  how  to  relieve  them, 
and  the  last  half  hour  to  asking  for  illustrations  for 
M 


lyS  THE    TEACHERS'  MEETING. 

the  week  or  month's  lesson.  At  the  next  meeting 
inquire,  Have  you  visited  your  scholars  during  the 
month,  and  what  have  you  found  of  interest  in  your 
visits  ?  Then  devote  the  last  half  hour  to  examples 
and  fla7ts  of  teaching  different  verses  by  several 
teachers.  At  the  fourth  and  last  meeting  of  the 
month  inquire,  Is  there  any  special  religious  interest 
in  your  class.?  or,  Why  not.?  and  lastly,  How  can  you 
apply  the  lesson  so  as  best  to  make  a  saving  im- 
pression } 

In  some  such  way  I  would  meet  real  present  wants, 
avoiding  routine,  and  providing  something  fresh  and 
varied  at  every  meeting,  just  adapted  to  all.  In  some 
such  way  conduct  your  meetings,  and  no  teacher  can 
afford  to  be  absent. 

In  a  country  school  district  Sabbath-school  let  the 
teachers  turn  all  their  sociability  into  this  channel,  and 
set  apart,  say  Thursday  evening  of  each  week,  for  a 
pleasant  social  teachers'  meeting  at  the  residence  of 
the  superintendent  or  one  of  the  teachers,  alternating 
about.  Let  the  farmers  arrange  to  leave  their  work 
an  hour  earlier  on  that  evening  for  the  sake  of  the 
great  blessing  to  their  children.  Provide  attendants 
for  the  lady  teachers.  Suppose  the  superintendent 
lives  one  mile  north  of  the  school-house,  and  two 
teachers  are  one  mile  east,  three  south,  and  four  west. 
The  two  young  lady  teachers  "  one  mile  east"  have 
no  escort,  but  the  superintendent  remembers  that  in 
the  next  house  further  east,  the  only  son  of  Esquire 
Jones,  a  fine  young  man  of  sixteen  years,  has  just 


THE   TEACHERS'  MEETING.  179 

drifted  out  of  the  Sabbath-school,  and  is  inclining 
toward  fast  horses  and  gay  companions.  The  super- 
intendent yearns  to  reach  and  save  him.  He  thinks 
and  prays  over  the  matter  until  he  feels  deeply  for 
the  youth.  He  then  visits  him,  and  approaches  him 
with  unusual  respect — informs  him  that  he  has  come 
to  ask  a  particular  favor — will  he  accept  the  post  of 
librarian  in  our  flourishing  little  Sabbath-school.^ 
He  readily  consents.  The  superintendent  then  says, 
"  Charlie,  we  teachers  have  a  delightful  social  gather- 
ing at  each  other's  houses  every  Thursday  evening, 
and  as  you  have  a  fine  horse  and  buggy,  cannot  you 

make  it  convenient  to  bring  up  the  two  Misses  S 

to  that  meeting .?"  Why,  of  course,  it  is  just  what  the 
superintendent  wants,  and  it  is  also  just  what  Charlie 
wants — something  to  do,  and  soon,  by  God's  grace, 
Charlie  becomes  a  true  Christian. 

In  whatever  form  the  teachers'  meetings  are  con- 
ducted it  is  indispensable — i.  That  the  conductor 
feels  a  sincere  respect  for  each  teacher,  and  treats 
his  opinions  with  candor.  2.  That  the  conductor 
shall  adapt  his  questions  to  each  individual,  and  ask 
those  questions  with  real  courtesy  and  consideration. 
3.  It  is  absolutely  necessary  that  the  conductor  should 
receive  all  replies  in  a  life-like  manner,  with  due  re- 
spect, and  make  the  best  of  them.  If  the  answers 
are  not  well  received,  it  will  close  the  lips  of  the 
teachers.  They  must  draw  together,  and  a  dull,  prosy 
conductor  will  check  them  all. 

There  is  great  value  in  the  combined  counsels  and 


I  So  THE   TEACHERS'  MEETING. 

experience  of  almost  any  common  band  of  teachers 
if  fairly  and  fully  drawn  out.  It  will  often  be  seen 
that  "  the  commonest  mind  has  thoughts  worthy  of 
the  rarest."  In  this  way  the  teachers'  meetings  can 
be  sustained  in  the  hands  of  ordinary  superintendents, 
and  will  become  the  most  attractive  gatherings  in  the 
whole  community.  An  accomplished  young  lady 
said  to  me :  "  One  such  meeting  as  this  is  worth 
more  than  a  dozen  costly  New  York  parties."-  The 
teachers  will  regularly  attend,  for  they  need  the 
assistance  which  can  here  be  obtained.  As  well  ask 
a  brakeman  to  run  a  locomotive,  or  a  spinner  to 
superintend  a  factory,  or  an  untaught  man  to  teach 
an  academy,  as  to  ask  an  inexperienced  person,  or 
even  a  classical  scholar,  to  teach  divine  truth  when 
no  one  has  taught  him  how.  James  Gall  says,  most 
truly,  "  Education  is  the  highest  of  all  the  sciences, 
and  teaching  the  most  important  of  all  the  arts." 
Teachers  then,  need  training,  and  the  teachers' 
meeting  can  be  made  one  of  the  most  valuable  means 
of  securing  it.  One  of  the  great  objects  of  Sabbath- 
School  Teachers'  Institutes  is  to  train  superintendents, 
teachers,  etc.,  so  that  they  can  interestingly  and  pro- 
fitably conduct  their  weekly  teachers'  meetings,  which 
are  the  real  institutes  for  the  great  mass  of  teachers. 

Examples^ 
The  following    examples  are  real,  as  taken  from 
my  note-book  during  the  present  year : 

I.  At  one  time  the  lesson  was  the  parable  of  the  Prodigal 


THE    TEACHERS'  MEETING,  IS  I 

Son.  The  first  teacher  was  called  up  for  the  best  thought 
for  his  class  in  the  lesson.  He  replied,  "Like  the  prodigal, 
all  children  want  to  have  their  own  waj^"  The  second 
teacher,  "  The  farther  he  wandered  the  greater  his  misery." 
The  third,  "  ^h&n  starving,  came  to  himself."  4.  He  resolved 
to  "  arise  and  go  to  his  father."  5.  "  He  returned"  6. 
"After  his  father  fell  on  his  neck,  he  confessed.''^  7.  "His 
confidence  in  his  father  when  he  returned."  8,  "  His  father 
^2iVi  \\\\'w  z.  great  ivay  off."  9.  "Father  ran" — old  men  do 
not  usually  run.  10.  "  With  joy  embraced  and  kissed  him," 
etc.  II.  "The  degradation  of  a  sinful  course."  12.  The 
father's  wonderful  condescension  and  willingness. 

n.  At  another  teachers'  meeting  the  lesson  was  Luke 
xviii.  18-27.  The  Young  Ruler. — First,  prayer,  singing,  and 
reading  of  the  lesson.  Then  called  on  the  teachers  for  their 
plan  of  teaching  the  lesson. 

The  First  Teacher  gave  five  heads,  i.  Qiiestion,  "  What 
shall  I  do.?"     2.  Knowing  the  law.     3.  Taking  up  the  cross. 

4.  Rejecting  the  cross.     5.  The  great  obstacle. 

Second  Teacher. — i.  Eternal  life,  what  is  it.'*  2.  Have 
you  kept  the  law.^*    3.  What  else  was  required .''    4.  Come. 

5.  Overcome  every  obstacle.  6.  You  must  love  nothing 
better  than  Christ. 

Third  Teacher's  plan  was — The  Young  Ruler  was,  i. 
Rich;  2.  Pleasing;  3.  Respectful;  4.  Ready  to  learn; 
5.  Prostrate — the  custom  of  the  country;  6.  Put  first  his 
love  to  neighbors ;  7.  Commandments — Pharisee.  Show 
the  children  how  far  they  can  go  and  yet  be  lost.  He  was 
a  church  member,  an  officer  in  the  church,  a  ruler:  he  came 
to  Jesus  prostrate,  prayed  respectfully — Jesus  applied  the 
touchstone  and  all  was  wanting. 

Fourth   Teacher. — i.  Young   man's   great   desire.      2.  It 
was  to  be  saved.    3.  Go  to  God's  word.    4.  Justified  himself. 
5.  He  loved  money  more  than  he  loved  God.     6.  Hollow- 
hearted.     Study  the  scholar  as  much  as  the  lesson. 
16 


1 82  THE   TEACHERS'  MEETING. 

Fifth  Teacher. — i.  Young  man's  question  and  manner. 
2.  Asserting  he  kept  all  the  law.  3.  He  thought  himself 
honest  and  sincere,  but  was  deceived.  4.  Wanted  satisfying 
peace.  5.  Not  willing  to  remove  his  idols.  6.  Great  igno- 
rance of  the  young  man.  7.  Riches  a  great  hindrance. 
8.  See  our  Lord's  firmness. 

Sixth  Teacher. — We  must  show  our  love  to  Christ  by  love 
to  our  neighbors. 

SevBfith  Teacher. — With  man  it  is  impossible,  but  not 
with  God. 

Eighth  Teacher. — Something  must  be  given  up  for 
Christ.  What.''  Pride,  sloth,  ill-temper,  bad  company,  bad 
books,  love  of  dress,  pleasure. — See  Abraham  going  to  a 
strange  land.     Offering  Isaac,  etc. 

Ninth  Teacher. — Ruler  had  his  ideas  of  ^o/«^  something 
to  gain  heaven,  and  was  at  work  for  it.  The  great  Teacher 
took  him  on  his  own  ground  and  convicted  him  of  sin. 

Tenth  Teacher. — A  child  says  :  "  Why,  here  is  an  honest, 
sincere  seeker,  who  went  to  Jesus  in  the  right  manner  and 
way,  but  failed."  How  hard  to  be  saved!  But  see — i.  His 
question.  2.  The  Saviour's  answer.  3.  The  obstacles  and 
hindrances.  4.  The  greatest  apparent  defect  is  in  the  second 
table  of  the  law.  If  perfectly  convicted,  why  so  confident.? 
etc. 

III.  Lesson,  Matthew  viii.  1-4.  Have  eight  distinct  exer- 
cises. I.  Read  the  lesson.  2.  Catechise  or  question  upon 
it.  3.  The  numerical  exercise  or  asking.  How  many  things, 
etc.  4.  Explanations  and  illustrations  of  difficult  words. 
5.  Draw  out  great  important  thoughts  of  the  lesson.  6.  Call 
forth  the  lessons  of  instruction.  7.  Make  the  application  to 
heart  and  life.  8.  Review  of  the  whole ;  and  then,  if  desired, 
two  more  exercises  can  be  added  by  turning  the  lesson  into 
prayer^  and  next  to  a  paraphrase  formed  of  the  verses. 

There  are  three  kinds  of  teaching.  i.  Catechising  or 
questioning.      2.  Conversational.    3.  Lecturing.    Which  is 


THE    TEACHERS'  MEETING.  1 83 

yours  ?  We  might  add  a  fourth ;  but  that  is  not  teaching  at 
all,  only  it  is  sometimes  called  so — viz.,  Reading  questions 
from  a  question-book,  and  reading  the  answers.  Good 
teaching  is  earnest,  hearty  work. 

IV.  The  fourth  and  last  example  is  of  the  social  form  of 
teachers'  meeting.  I  give  the  notes  of  one  held  on  the  even- 
ing of  December  11,  1867.  We  met  at  6  o'clock  P.  M.,  pre- 
cisely, at  the  house  of  Mr.  C ;  opened  with  singing  and 

prayer.  Then  had  half  an  hour's  studying  of  the  lesson, 
which  was  upon  the  Atonement.  Some  of  the  thoughts 
drawn  out  were  :  Mediation, — arbitration, — the  God-man, 
— dead  goat  and  the  goat  sent  away, — the  passover, — 
the  victim, — a  substitute, — altar,  victim,  shed  blood ; 
vivid  picture  of  offering  the  lamb ; — atonement  looks  both 
ways; — blood  cleanseth.  How  do  you  get  the  atonement? 
Have  you  got  it.''  How  do  you  prove  gratitude  to  God  for 
it.''  Exalting  the  great  truth,  "  Christ  died  for  me."  He  is 
the  only  barrier  against  eternal  death.  The  lesson  was 
shown  in  three  phases :  i.  The  Redeemer  buys  us  from 
sin — is  our  ransom  ;  2.  Saves  us  from  sin;  3.  Reconciles  us 
to  God.  Take  first  under  three  heads:  i.  Man  is  a  ruined 
wanderer;  2.  Man  a  captive;  3.  Man  is  free  in  Christ  and 
saved.  After  the  lesson  was  thus  considered,  the  next  half 
hour  was  devoted  to  business.  The  library,  Christmas  exer- 
cises, singing,  and  length  of  opening  exercises,  and  the 
treasury,  were  topics.  The  next  hour  was  given  to  tea  and 
social  intercourse.  The  last  hour  was  devoted  to  accounts  of 
interesting  or  discouraging  things  in  the  teachers'  classes, 
and  work,  and  intermingled  with  frequent  prayer  and  sing- 
ing. All  was  conducted  spiritually  and  in  earnest,  and  it 
was  a  precious  three  hours. 


XX. 

VISITING   THE    SCHOLARS. 


VERY  Sabbath-school  teacher  should  regu- 
larly visit  his  scholars  once  a  month,  and 
every  Sabbath-school  superintendent  should 
visit  his  teachers  regularly  once  in  three  months. 
These  are  very  important  and  yet  too  often  neglected 
duties.  A  superintendent  can  hardly  discharge  his 
duties  to  the  teachers  without  frequently  visiting  them. 
This  should  be  no  mere  formal  visit.  It  should  be  a 
Christian  conference  about  all  the  details,  particularly 
of  their  classes  and  their  duties.  The  superintendent 
is  the  regular  counsellor  and  guide  of  the  teachers. 
He  should  talk  about  their  teaching,  about  each  and 
all  their  scholars,  their  difficulties,  their  trials  and 
successes,  and  aid  and  encourage  them  by  every 
means.  These  visits  should  be  made  so  cheerful  and 
pleasant,  so  free  from  fault-finding  and  complaint, 
that  the  teachers  will  hail  them  with  great  joy. 

The  Sabbath-school  teacher  also,  from  his  own  ne- 
cessities and  from  duty,  must  needs  visit  his  scholars 
often.  He  has  a  real  errand  to  the  home  of  every 
child.    He  can  snatch  intervals  of  time  going  to  or  re- 

184 


VISITING   THE  SCHOLARS.  185 

turning  from  business.  He  cannot  teach  that  child 
aright  and  to  good  advantage  unless  he  is  well 
acquainted  with  all  his  home  influences  ;  with  all 
there  is  in  the  child's  surroundings  to  help  or  hinder 
the  teacher's  work  ;  with  all  the  dangers,  tempta- 
tions, and  trials  of  the  child's  everyday  life  ;  with 
all  the  characteristics  of  parents  and  friends.  It  is 
from  the  vicinity  of  these  homes  that  the  teacher 
will  be  enabled  to  see  and  hear  things  that  will 
furnish  him  with  good  illustrations.  He  can  obtain 
the  parents'  co-operation  and  friendship,  and  have 
personal  interviews  and  gain  the  child's  spiritual 
confidence  in  these  visits  to  its  home  and  fireside 
circle.  "  My  teacher  has  come  to  see  »2^,"  is  often 
the  joyful  utterance  of  the  grateful  little  ones. 

Sabbath-school  teachers  should  never  neglect  this 
privilege,  neither  should  they  make  careless  or  in- 
different visits.  Arouse  up  and  think  your  visit  all 
out  beforehand.  Think  what  in  substance  you  are 
going  to  talk  about,  what  you  ought  to  say,  so  as  to 
make  your  visit  as  welcome  and  as  profitable  as  pos- 
sible both  to  parents  and  scholars.  Have  an  errand 
to  every  house.  Carry  some  little  book  or  tract  or 
paper,  if  convenient.  Give  them  some  interesting 
and  valuable  information,  or  make  earnest  inquiries 
and  give  good  wishes  and  prayers  for  rich  blessings, 
temporal  and  spiritual.  Choose  the  right  time  and 
seek  favorable  opportunities.  Absentees  must,  of 
course,  be  visited  without  delay,  for  it  may  be  sick- 
ness has  detained  them.  "  The  sickness  of  a  child 
16  « 


1 86  VISITING    THE  SCHOLARS, 

is  a  golden  opportunity  for  the  teacher  ;  God  himself 
ploughs  the  ground  and  he  must  not  withhold  the 
seed."  Especially  avail  yourself  of  seasons  when 
the  heart  is  made  tender  by  illness,  afflictions,  and 
trials.  Then  be  constant  and  true,  for  it  may  be  your 
harvest-time  of  souls.  "Oh, to  be  the  guiding  star 
of  such  a  little  circle  is  one  of  the  highest  privileges 
of  earth."  Teacher,  may  that  privilege  and  blessing 
be  yours. 

We    add    a    single    illustrative     example    from 
^''The  Teacher  Teaching:''^ 

"A  decently-dressed  woman  calls  at  your  house  and  begs 
for  a  shawl  to  protect  a  neighbor  of  hers  from  the  cold 
when  she  goes  out  to  her  dailj  work.  You  have  a  shawl. 
You  have  laid  it  aside  for  this  very  purpose.  Why  not  give 
it  to  her  and  have  done  with  it?  If  jou  do  not  know  the 
person  who  calls,  it  would  be  very  injudicious  to  entrust  to 
a  stranger  what  you  intended  for  a  third  person.  It  may  be 
pawned  for  strong  drink,  or  retained  by  one  who  is  not  in 
want.  Better  go  or  send  and  satisfy  j^ourself  that  the  need 
exists,  and  see  that  it  is  supplied.  You  wisely  conclude  to 
look  for  yourself.  You  find  the  object  of  your  charity,  and 
ascertain  that  she  is  a  superior  needle-woman,  capable  of  earn- 
ing her  living,  but  not  able  to  find  work  where  there  is  none. 
If  she  could  hire  a  room  in  some  part  of  the  city  nearer  the 
demand  for  work,  she  might  succeed.  You  give  her  the 
shawl,  and  with  it  a  few  words  of  encouragement.  In  a  day 
or  two  you  are  at  a  meeting  of  the  directors  of  the  Industrial 
Home  or  Orphans'  Society,  and  allude  to  the  case  of  this 
woman.  A  young  lady  present  immediately  recollects  a 
poor  woman,  whom  she  has  seen  during  the  week,  who  has 
a  room  to  rent,  and  perhaps  it  would  exactly  suit.  The 
parties  are  brought  together  and  the  room  is  taken.     Two 


VISITING    THE  SCHOLARS.  187 

wants  are  thus  promptlj  supplied — the  want  of  a  roo7n  and 
the  want  of  a  tenant.  But  how  came  the  joung  lady  to 
know  of  such  a  room?  Why,  simply  by  visiting  the  mother 
of  one  of  her  class  in  the  Sunday-school,  It  was  not  any 
part  of  her  plan  to  obtain  any  such  information ;  nor  could 
she  have  known  that  it  might  be  of  any  advantage  to  her 
or  to  any  one  else  for  her  to  possess  it.  The  indirect  result 
of  this  simple  visit  accomplished — what?  i.  It  secured  a 
tenant  for  a  vacant  room,  and  thus  helped  a  poor  woman  to 
pay  her  rent.  2.  It  put  another  poor  woman  in  a  comfort- 
able and  convenient  position  to  earn  her  own  living.  3.  It 
laid  the  mother  of  one  of  her  Sunday-school  children  under 
great  obligation  to  her,  and  thus  increased  her  influence  and 
her  power  to  do  good  both  to  mother  and  child.  It  will  take 
a  strong  force  to  sunder  that  tie.  4.  It  brought  to  the  new 
tenant  Christian  care  and  sympathy,  which  she  before  lacked, 
and  the  way  for  her  attendance  on  the  stated  means  of 
grace." 

Thus  is  exemplified,  by  a  single  real  and  com- 
paratively unimportant  incident  in  humble  life,  the 
power  of  the  Sunday-school  machinery,  in  its  legiti- 
mate movements,  to  improve  and  elevate  social  con- 
dition and  character.  It  was  all  the  work  of  that 
little  wheel  in  our  machinery  called  Visiting. 


XXI. 

SYSTEMATIC   DISTRICT    CHRISTIAN 
VISITATION. 


HE  plan  here  given  in  its  present  form  grew 
out  of  an  exigency  in  the  operations  of  the 
Missionary  Committee  of  the  New  York 
Sunday-School  Union  in  the  summer  of  1S56. 

In  their  great  endeavor  to  reach  the  neglected 
masses  of  children  and  youth,  more  than  sixty  thou- 
sand seemed  to  be  beyond  their  reach.  A  more 
thorough  work  was  needed.  Occasional  visits  and 
ordinary  attention  did  not  so  gain  the  acquaintance 
and  confidence  as  to  rescue  these  neglected  ones. 
They  were  the  most  destitute  and  needy,  and  the 
most  important  to  reach  in  our  city.  After  much 
consideration  and  prayer,  this  plan  was  adopted, 
presented  to,  and  accepted  by  the  churches  in  New 
York  and  Brooklyn,  and  it  vs^as  soon  adopted  by 
other  cities  and  States  also.  Everywhere  it  has 
developed  astonishing  results,  increasing  Sabbath- 
schools  and  churches,  and  speedily  transforming  dark 
neighborhoods. 

Forty-four  churches  of  various  evangelical  denomi- 

188 


DISTRICT   VISITATION.  189 

nations  entered  upon  the  work  within  a  few  months 
after  its  introduction,  and  quite  uniformly  the  Sab- 
bath-schools doubled  their  scholars  within  the  first 
month  or  two,  and  in  some  marked  instances  church 
members  and  congregations  were  more  than  doubled 
in  numbers  within  six  months.  As  long  as  it  was 
faithfully  worked  it  everywhere  prospered,  demon- 
strating that  the  plan  was  a  good  one. 

It  is  based  on  the  great  command,  "  Go  ye  and 
teach.^^  It  believes  that  every  church-member  should 
be  a  working  Christian,  a  real  missionary ;  that 
*'  every  man  should  speak  to  his  neighbor.,  and  each 
one  to  his  brother f^  that  every  Christian's  business 
should  be  so  arranged  as  to  give  a  wider  scope  for  his 
religion,  that  he  may  become,  in  a  degree,  a  voluntary 
missionary.  It  proposes  to  systematize  the  work. 
Mere  voluntary  personal  effort  is  at  times  so  fitful 
and  evanescent  as  not  to  be  sufficiently  reliable. 

The  plan  is  for  every  church  to  take  a  definite 
district  as  its  special  missionary  field — in  the  city 
a  certain  number  of  blocks  and  streets,  and  in  the 
country  a  number  of  miles  square,  or  neighborhoods, 
properly  arranged  so  as  to  give  every  other  church 
a  portion  of  the  field  to  work. 

All  this  is  to  be  subdivided  by  a  committee  of  the 
church  into  small  sub-sections  of  from  five  to  fifteen 
families,  proportionate  to  the  number  of  able  mem- 
bers. A  sub-section  is  assigned  to  the  member,  and 
becomes  his  or  her  little  parish,  on  which  to  bestow 
especial  labor,  sympathy,  and  prayers.      He  is    to 


190  DISTRICT   VISITATION. 

visit  it  every  month,  invite  all  the  children  to  some 
Sunday-school,  the  funnily  to  church,  supply  w^ith  the 
Bible,  tract,  etc.,  and  do  all  possible  temporal  and 
spiritual  good.  Once  a  month  each  church  devotes 
one  of  the  weekly  prayer-meetings  to  hearing  reports 
from  the  visitors,  and  conferring  and  praying  over 
this  great  w^ork.  Special  care  is  taken  not  to  prose- 
lyte ;  not  to  take  a  child  from  one  school  to  another, 
or  induce  a  person  to  leave  one  church  for  another, 
but  to  respect  the  rights  of  all.  Individuals  are  not 
considered  under  any  obligations  to  confine  their 
visits  to  their  assigned  districts,  but  still  enjoy  the 
Christian  liberty  of  going  everywhere  and  doing  good 
to  all  men  as  they  have  opportunity. 

This  work  is — i.  A  holy  work.  3.  A  deliberate 
work.  3.  It  is  a  work  of  pure  good-will.  4.  Says 
Rev.  Dr.  Chalmers  :  "  No  other  ministration  is  to  be 
offered  than  that  of  respect  and  kindness."  5.  They 
are  to  go  just  so  far  "  as  they  will  be  gratefully  met 
by  the  population."  6.  Visit  rich  and  poor,  but 
carefully  select  districts  adapted  to  the  visitors. 
7.  Seek  the  confidence  of  parents  and  children  ;  be 
patient,  be  persevering,  be  courageous,  be  sympa- 
thetic, and  take  no  notice  of  repulses.  8.  Enter  no 
house  in  vain.  Leave  some  kind  suggestion,  counsel, 
or  sympathy  in  regard  to  spiritual  or  temporal  in- 
terests. 9.  Relieve  all  want  and  distress  possible  ; 
inculcate  temperance,  cleanliness,  and  economy. 
10.  Counsel  with  mothers  with  reference  to  their 
children.       11.    Give   a    fraternal    aspect    to    your 


DISTRICT   VISITATION,  191 

visits,    and   avoid   controversy,   and   generally  even 
argument. 

If  each  professing  Christian  in  our  churches  who 
is  able  would  become  responsible  for  the  regular 
visitation  of  but  four  neglected  families,  every  family 
in  our  land  would  be  faithfully  visited.  "  What  a 
plain,  simple,  magnificent  idea  is  here  presented !" 
A  regular  Ch/istian  army  of  occupation  for  our  whole 
country.  Says  the  Rev.  Dr.  Guthrie  :  "  It  would 
everywhere  bring  life  into  contact  with  death,  and 
cover  the  whole  outlying  population,  even  as  the 
prophet  with  his  own  body  covered  the  dead  body 
of  the  child."  The  motto  is :  Every  child  in 
THE  Sabbath-school,  and  every  family  in  the 
Church. 


XXII. 


NEW  MISSION-SCHOOLS. 


N  all  our  great  cities,  in  the  town  and  coun- 
try, there  are  vast  numbers  of  immortal 
youth  far  beyond  the  reach  of  churches 
and  church  Sabbath-schools,  and  therefore,  it  be- 
comes necessary  to  carry  the  Sunday-school  to  them. 
A  room  is  obtained,  conveniently  located,  with  seats, 
books,  etc.  The  children  are  gathered,  taught  to 
read,  to  sing,  to  pray,  presented  with  library  books, 
papers,  etc.,  and  thus  innumerable  blessings  are  sent 
down  into  destitute  families,  and  soon,  like  leaven, 
the  Gospel  is  seen  diffusing  itself  everywhere  among 
the  mass. 

Something  like  seventy  of  these  mission-schools 
are  now  successfully  sustained  in  New  York  City 
alone,  with  tw^elve  to  fifteen  thousand  pupils  in  them. 
Roman  Catholic,  Jewish,  and  other  classes  of  children 
are  in  this  way  easily  and  successfully  reached,  and 
permanently  benefited.  This  instrumentality  must 
be  largely  increased  everywhere.  Some  five  or  six 
different  denominations  often  unite  in  the  labors  of 
one  of  these  schools,  and  all  work  together  in  the 
192 


NEW  MISSION-SCHOOLS.  193 

most  beautiful  harmony.  This  movement  is  in  the 
highest  sympathy  with  that  aggressive  feature  of 
the  system,  before  named. 

But  to  come  to  the  details  of  this  work,  and  how 
it  should  be  begun  and  carried  on :  First  choose 
wisely  the  location  for  a  new  church  or  mission  Sab- 
bath-school. Then  select  one  or  more  men  and 
women  full  of  life  and  zeal  as  a  nucleus  of  interest 
and  labor.  Next  survey  and  visit  systematically  all 
the  families  in  the  district,  and  present  the  objects 
and  the  value  and  adaptedness  of  the  Sunday-school 
to  their  wants.  Pray  much  and  at  every  step, 
privately  and  socially,  especially  in  the  early  stages 
of  the  effort. 

Get  all  ready  for  a  good  commencement.  Have 
every  thing  arranged,  so  that  not  a  moment  of  delay 
in  finding  the  right  hymn,  or  in  singing  it,  will  prompt 
the  children  to  find  something  else  to  do.  Do  not  admit 
children  faster  than  you  can  conveniently  control  them. 
Some  superintendents  aim  at  gathering  a  rush  of 
scholars  the  first  Sabbath  or  two,  and  the  result  is  that 
they  lose  months  in  getting  to  order  and  control  of 
the  children.  It  is  often  better  to  admit  only  a  dozen 
or  two  new  scholars  at  a  time,  and  get  them  well 
classified  and  arranged,  and  in  the  hands  of  good 
teachers.  There  must  be  order,  and  the  superintend- 
ent must  wait  for  it,  although  he  may  not  at  the  first 
do  much  beside.  Much  depends  upon  starting  right. 
Have  Testaments,  hymn-books,  and  Sunday-school 
papers,  if  possible,  ready  on  the  first  Sabbath. 
17  N 


194  ^EW  MISSION-SCHOOLS. 

Select  a  clear,  distinct,  easy  lesson  at  the  first,  and 
whatever  is  done,  let  it  be  well  done.  Select  the 
teachers  carefully,  and  admit  none  who  have  not  a 
good  report,  and  are  not  of  a  teachable  spirit.  Meet 
with  the  teachers  socially  every  week,  if  possible,  to 
aid  them  with  your  suggestions  and  help.  Be  cheer- 
ful, earnest,  and  respectful  to  all.  Keep  up  a  regu- 
lar visitation  of  teachers  and  scholars,  and  let  your 
visits  bear  a  fraternal  and  not  an  inquisitorial  aspect. 
Prove  yourselves  the  true  friends  of  parents  and 
scholars,  and  never  get  out  of  patience  or  discour- 
aged because  you  cannot  gain  the  children  of  Roman 
Catholics  or  Jewish  parents  at  once  :  it  may  be  only 
a  question  of  time.  At  any  rate,  do  them  all  the  good 
you  can  at  their  homes,  whether  you  ever  lead  them 
to  the  Sunday-school  or  not.  Duty  is  ours — results 
belong  to  God.  Through  the  children  reach  the 
parents,  and  through  the  parents  reach  the  children. 
Let  your  errand  to  the  house  always  be  one  of  kind- 
ness and  good-will,  so  that  if  they  do  not  receive  you 
kindly  it  will  be  because  they  misunderstand  you. 
These  visits,  however,  are  almost  invariably  well  re- 
ceived if  made  in  a  natural,  pleasant  manner,  proceed- 
ing from  a  "charity  which  hopeth  all  things."  Respect 
and  honor  the  parents  all  you  can,  whether  they  com- 
mit their  children  to  your  care  or  not.  Exhibit  our 
beautiful  library  books,  our  sweet  songs,  our  attract- 
ive children's  papers,  and  speak  of  the  great  kind- 
ness and  love  of  the  teachers  to  the  children. 

It  is  very  desirable  to  have  a  course  of  -egular 


NEW  MISSION-SCHOOLS.  195 

week-day  evening  lectures  for  the  children  and  pa- 
rents. One  week  it  may  be  "Jerusalem,"  another 
*'  coal,"  another  "  coral,"  and  the  next  "  the  ocean," 
and  then  some  subject  of  natural  history,  as  the  "  ele- 
phant ;"  and  illustrate  highly  to  meet  the  eyes.  Take 
especial  care  of  the  older  boys  and  girls,  and  strive 
to  introduce  week-day  exercises  that  will  interest 
and  please  them.  Appoint  them  upon  committees 
and  to  little  offices,  and  give  them  all  something  to 
do — something  that  they  can  do,  something  that  they 
will  do  cheerfully. 

The  following,  from  T7ie  Sunday- School  Times ^ 
is  a  beautiful  illustrative  example  of  mission  Sunday- 
school  work  and  teaching.  It  is  entitled  "  Bill  Jones  ; 
or.  Our  Colored  Sabbath-school :" 

It  was  one  of  those  perfect  Sabbaths  in  the  early  June,  that 
I  walked  with  trembling  heart  along  the  locust-shadowed 
sidewalk  leading  to  our  little  chapel.  On  that  day  our  colored 
Sunday-school  was  to  be  organized ;  and  we,  who  only  a 
few  weeks  since  had  professed  before  men  and  angels  to  love 
our  Saviour,  were  to  be  enlisted  as  workers  in  our  Master's 
vineyard. 

What  can  be  done  to  improve  the  religious  condition  of 
our  colored  population?  was  a  question  which  had  long  oc- 
casioned anxious  thought  among  the  godly  of  our  village. 
Originally  slaves,  they  had,  when  the  law  of  liberation  was 
proclaimed  through  New  York,  refused  to  remove  farther 
than  the  grassy  common,  where,  almost  within  the  shadow 
of  "  Massa's  house,"  they  were  allowed  to  build  their  humble 
cabins.  Increased  afterward  in  numbers,  the  suburbs  of 
the  town  had  become  edged  with  their  miserable  tenements. 
One  or  two  attempts  had  been  made  to  establish  preaching 


19^  NEW  MISSION- S CHO OLS, 

among  them  by  a  minister  of  their  own  race,  but  thus  far 
without  success.  True,  in  the  "  brick  church,"  a  part  of  the 
gallery  was  set  apart  especially  for  their  use.  Still  the 
"  dark  corner"  (as  the  mischievous  boys  called  it)  was  only 
occupied  by  a  few  old  uncles  and  aunties,  while  the  rest, 
though  within  sound  of  the  sweetest  of  all  Sabbath  bells, 
were  as  utterly  without  God  in  the  world  as  their  brethren 
in  Africa. 

At  length  a  Sabbath-school  was  determined  on.  As  most 
of  those  able  and  willing  to  work  were  already  engaged,  one 
of  the  officers  of  the  church  volunteered  to  superintend  the 
school,  provided  he  might  have  the  assistance  of  a  band  of 
young  girls,  who  hitherto  had  been  privileged  to  assemble 
week  after  week  as  a  Bible-class  in  the  "pastor's  study." 

On  the  first  Sabbath  about  thirty  or  forty  children  were 
assembled  of  all  ages  and  sizes,  with  wondering  eyes;  and 
in  a  few  moments  I  found  myself  seated  in  a  chair  before  six 
boys,  whom  I  at  once  recognized  as  some  of  the  worst  village 
urchins,  always  to  be  seen  at  the  "  depot,"  or  on  the  "  hotel 
steps,"  laden  with  baskets  of  apples  and  pea-nuts,  their 
own  best  customers.  I  was  about  to  ask  for  more  hopeful 
subjects,  but  our  earnest  superintendent  only  held  out  to 
me  the  class-book  and  pencil — and  I  was  alone  with  my 
destiny. 

Among  the  names,  I  registered  Andrew  Jackson,  Andrew 
Jackson,  Jr.,  Marquis  Lafayette,  George  Washington,  and 
Byron  Clarke.  When  about  to  inquire  the  cognomen  of  the 
last,  I  was  forestalled  by  his  calling  out,  in  a  stentorian  voice, 
"My  name  a'n't  nothing  but  Bill  Jones;  but  I  guess  you 
have  heard  of  the  boy  who  sings  nigger  songs  and  dances 
Jim  Crow  at  the  'Harrison  House.'"  He  was  unfortunately 
not  mistaken  in  his  notoriety,  and  the  task  before  me  as- 
sumed a  new  magnitude.  None  of  them  could  read,  and 
after  half  an  hour  of  A  B  C,  I  proceeded  to  ask  some  simple 
questions  of  Bible  history,  of  which  I  soon  found  that  they 


NEW  MISSION-SCHOOLS.  1 97 

knew  absolutely  nothing:  their  ideas  of  God,  even,  were  as 
wild  as  those  of  the  little  Hindoos.  So  I  began  at  the  be- 
ginning. I  spoke  of  the  six  days  of  creation;  then  of  the 
deluge.  When  in  my  account  of  the  ark  and  its  wondrous 
freight,  I  was  interrupted  by  one.  "  Did  they  have  bears .?" 
"  Yes,"  I  answered.  "  And  lions .'"'  "  Yes."  "  Elephants  ?" 
"Yes."  "Monkeys.?"  "Yes."  And  finally  Billy  Jones,  all 
eagerness,  "Did  they  have  a  clotvitV  And  I  found  to  my 
utter  dismay  that  my  youthful  auditors,  certainly  not  incapa- 
ble of  association  of  ideas,  had  conceived  of  Noah  merely  as 
the  proprietor  of  a  menagerie  travelling  in  that  wild  waste 
of  waters.  Truly  this  was  fallow  ground.  But  our  superin- 
tendent only  smiled  encouragement,  and  bade  me  go  forward. 
Sabbath  after  Sabbath  rolled  on,  and  rain  or  shine  my  six 
boys  were  always  in  their  places.  They  had  learned  to  love 
the  school,  especially  the  sweet  hymns ;  and  their  quick  sym- 
pathies had  gone  out  to  one  who  at  least  always  tried  to 
treat  them  gently  and  kindly.  Of  their  affection  I  had  many 
unmistakable  proofs.  Once  I  remember  walking  in  one  of 
the  quiet  streets.  I  was  suddenly  startled  by  three  sonorous 
cheers,  and  looking  up  I  saw  the  "Marquis,"  Andrew  Jack- 
son, and  Byron  Clarke.  Though  not  precisely  the  most 
agreeable  greeting  for  a  young  lady,  I  could  not  in  my  heart 
do  less  than  wave  a  return.  Again,  they  frequently  brought 
to  our  door  presents  of  flowers  and  fruit.  In  one  instance 
the  lattei  bore  such  a  striking  resemblance  to  some  rosy- 
cheeked  apples  in  a  neighbor's  orchard  that  I  was  forced  to 
reprove  the  boy,  and  the  next  Sabbath  took  for  our  "  lesson 
talk"  the  eighth  commandment.  Not  many  days  after  the 
same  child  made  his  appearance  at  the  kitchen,  his  hands 
filled  with  the  first  pond-lilies  of  the  season;  and  as  he  gave 
them  to  me  he  said,  "  There,  Miss  Esther,  you  will  like  them, 
for  thefs  honest ;  God  gro-wed  them  in  the  outlet"  Never, 
from  that  day  to  this,  have  flowers  brought  more  true  glad- 
ness to  my  heart  than  did  those  pure  white  blossoms, 
17* 


1 98  NEW  MISSION-SCHOOLS, 

plucked  hy  swarthj  hands  in  the  "  outlet"  where  "  God 
growed  them." 

We  established  a  missionary  society  among  them,  and 
many  a  penny,  previously  devoted  to  fire-crackers  and  the 
like,  now  found  its  way  down  the  red  cl  imney  of  our  "  sav- 
ings bank."  Poor  Bill  Jones  had  less  to  give  than  any  of 
the  boys,  and  this  I  plainly  saw  troubled  him  a  great  deal. 
He  had  stopped  dancing  "Jim  Crow,"  first  on  Sabbath,  and 
of  late  on  week-days;  and  this  being  his  chief  source  of 
revenue,  his  spare  pennies  were  few  and  far  between.  One 
day,  with  a  bright  face,  he  asked  me  "  if  it  was  not  right 
to  do  good  on  Sundays?"  Of  course  I  replied  yes ;  and  then 
"  if  it  was  wrong  to  take  money  for  doing  good  on  Sundays .?" 
This  was  a  nice  distinction — one  which  I  felt  him  not  capa- 
ble of  understanding  should  I  attempt  it.  So  I  simply  said, 
"No,  I  thought  not."  Though  feeling  rather  curious,  I  had 
no  opportunity  just  then  of  asking  as  to  these  pious  earnings. 
Next  Sabbath  the  teachers  were  requested  to  remain  a  mo- 
ment. A  gentleman  arose,  not  a  member  of  our  school, 
saying  that  a  few  hours  since  he  had  witnessed  a  scene  which 
had  so  touched  his  heart  that  he  could  not  forbear  cheering 
us  with  the  glad  tidings.  Passing  the  "  Harrison  House," 
he  noticed  that  the  invariable  group  of  Sunday-noon  loungers 
had  deserted  their  post.  Just  then  his  ear  was  caught  by  a 
clear  melodious  voice  singing.  It  seemed  to  come  from  the 
bar-room.  Yes,  as  he  drew  near,  from  the  open  windows  of 
that  den  of  pollution  floated  out  on  the  summer  air  the  words  : 
"Watchman,  tell  us  of  the  night, 
What  its  signs  of  promise  are." 

He  stepped  upon  the  low  platform  and  looked  in.  On  a 
table  sat  a  negro  boy.  About  the  room  were  hard-faced 
young  men,  and  those  older,  on  whose  bloated  features  in- 
temperance had  set  its  livid  brand.  But  they  were  all  listen- 
ing. The  singer  finished  the  last  verse,  and  then  began 
again.     This  time  he  sang,  "Jesus,  lover  of  my  soul." 


NEW  MISSION-SCHOOLS,  199 

My  own  eyes  were  dimmed,  said  the  gentleman,  as  he 
came  to  the  lines, 

"  Vile  and  full  of  sin  I  am  ; 
Thou  art  full  of  truth  and  grace." 

It  seemed  as  if  for  a  moment  an  angel's  wing  brushed  away 
the  shadow  from  those  darkened  hearts,  and  tears  moistened 
cheeks  long  unused  to  heart-rain.  The  singing  stopped. 
*'  Go  on,  go  on,  we  will  pay  you  more,"  said  one  and  an- 
other. "  I  cannot  now,"  answered  the  boy ;  "  it  is  time  for 
Sunday-school,  but  I  will  sing  again  next  Sunday,  if  you'll 
come."  And  as  he  put  into  his  pocket  the  coppers  that  were 
handed  him,  he  said,  "  I  wouldn't  take  these,  only  I  am 
going  to  send  them  to  the  heathen.  I'll  sing  you  the  hymn 
— it's  beautiful — about  'Greenland's  icy  mountains;'"  and 
humming  it  to  himself,  "  Bill  Jones"  left  the  bar-room. 

Reader,  should  it  ever  be  your  good  fortune  to  walk  down 
this  thickly-shaded  village  street  on  a  Sabbath  morn,  you 
might  within  those  very  halls,  now  pure  and  white,  hear 
the  rich  baritone  voice  of  "  Bill  Jones"  leading  in  some  song 
of  Zion,  and  with  him  many  others,  "plucked  as  brands 
from  the  burning." 


XXIII. 


THE    CONVERSION   AND    CULTURE    OF 
CHILDREN. 

MMEDIATE  conversion  ought  to  be  the 
aim  and  expectation  of  every  faithful  Sab- 
bath-school teacher.  It  is  indeed  a  poor 
excuse  to  suffer  a  child  to  drow^n  because  we  have 
but  one  opportunity  of  saving  it.  When  a  child  is 
in  danger  of  perishing,  v^e  do  not  first  try  to  educate 
it,  but  to  save  it.  The  fact  evidently  is,  that  the  great 
mass  of  children  ought  to  be  led  directly  to  Christ 
and  become  child-Christians  without  delay ;  and 
multitudes  would  so  become,  methinks,  if  parents 
and  teachers  and  pastors  had  sufficient  confidence  in 
the  power  of  God's  Word  and  Spirit,  and  had  faith 
for  the  early  conversion  of  children  to  God. 

Nearly  one  and  a  third  centuries  ago  that  great 
divine,  Jonathan  Edwards,  of  Northampton,  wrote 
the  account  of  the  conversion,  as  he  thought,  of  lit- 
tle Phebe  Bartlett^  at  the  early  age  of  four  years, 
together  with  her  Christian  life  for  one  year  theie- 
after,  and  the  evidences  of  a  gracious  change  of  her 
heart.  The  little  book  has  been  published  since  in 
200 


EARLT  CONVERSION,  ETC.  201 

many  of  the  languages  of  Europe.  Little  Phebe 
Bartlett  lived  for  sixty  years  after  this,  and  neither 
herself  nor  her  friends  ever  doubted  that  she  truly 
met  with  a  saving  change  of  heart  at  the  early  age 
named  by  President  Edwards.  Many  of  our  most 
learned  divines  and  most  devoted  and  useful  Chris- 
tian ladies  date  their  conversion  to  the  early  age  of 
three,  four,  five,  and  six  years. 

We  have  heard  many  pastors  declare  in  Sabbath- 
School  Conventions — two  on  one  occasion — "  That 
they  never  could  remember  when  they  did  not  love 
the  Lord  Jesus  with  all  their  heart ;"  and  we  believe 
with  the  pious  Richard  Baxter  that  if  Christian 
parents  were  faithful  in  the  use  of  the  means  God 
has  put  in  their  hands,  the  most  of  their  children 
would  be  converted  before  they  are  old  enough 
to  understand  a  sermon. 

It  is  a  fact  that  should  never  be  forgotten,  that  the 
children,  even  the  little  children  of  our  Christian  fami- 
lies and  Sunday-schools,  all  want  to  be  Christians 
more  than  they  want  anything  else.  Little  ones  of  five 
or  six  years  tell  us  that  they  wet  their  pillows  night 
after  night  with  tears  of  sorrow  for  sin,  and  they 
long  for  some  one  to  lead  them  to  Jesus,  more  than 
all  earthly  longings.  Such  is  the  testimony  of  de- 
voted ministers  and  Christian  ladies  in  great  num- 
bers, and  many  of  us  can  realize  it  all,  most  bitterly, 
if  we  will  only  recall  our  early  childhood  and  live 
that  over  again. 

Said  one  little  girl  of  four  summers :   ''  Mamma, 


202  EARLY  CONVERSION,  ETC, 

I  should  think  that  anybody  that  knows  Jesus  would 
love  hi77iy 

This  is  the  feeling  of  properly-trained  children  in 
great  numbers.  They  want  pure,  simple  instruct- 
tion  who  Jesus  Christ  is,  and  what  he  is  to  them. 

All  the  gospel  knowledge  really  necessary  for 
salvation  lies,  as  it  were,  in  a  nutshell.  The  know- 
ledge of  their  fall  and  sinfulness,  and  the  atonement 
and  redemption  there  is  in  Christ  Jesus,  and  which, 
to  a  willing  mind,  can  be  taught  in  a  few  minutes, 
is  all  the  knowledge  really  necessary  for  salvation. 
Really  teach  this  and  it  will  remain  attached  to  the 
natural  conscience  for  life,  and  only  awaits  the  spark 
of  grace  from  the  Holy  Spirit  to  descend  and  act 
upon  it,  and  renew  the  heart  and  change  the  life. 

This  subject  is  one  of  overwhelming  importance. 
It  is  the  vital  point  of  all  Bible  teaching.  When 
Sabbath-school  teachers  learn  the  holy  art  of  leading 
children  to  Jesus,  then  we  may  expect  constant  con- 
versions. Sometimes  we  have  known  one-third  of 
all  the  members  of  large  Sabbath-schools  to  unite  with 
the  Church  of  Christ  in  a  single  season.  Why  should 
this  not  oftener  be  the  case  ?  Why  should  it  not  be 
the  general  rule  in  all  our  schools  ?  and  will  it  not  be 
if  the  teachers  will  but  have  faith  in  God,  faith  in 
his  Word,  and  faith  in  childhood,  and  aim  directly 
to  bring  the  children  to  Christ  for  salvation  "  at  this 
time  and  under  my  instruction.?^'  The  great  point  is 
to  get  Bible  truth,  the  Word  of  God,  which  is  the 
Bword  of  the  Spirit,  to  bear  directly  on  the  consci- 


CHILD-  C  UL  TURE.  203 

ence,  heart  and  life  of  the  child.  Convince  him 
thereby  of  his  sin  ;  then  lead  him  by  a  simple  trust- 
ing faith  to  Jesus'  blood  shed  for  him.  Seek  the 
proffered,  willing  aid  of  God's  Holy  Spirit  believingly, 
and  the  work  is  done.  ''  This  is  life  eternal,  to  know 
thee,  the  only  true  God,  and  Jesus  Christ  whom  thou 
hast  sent." 

Child-  Culture. 

Immediately  connected  with  conversion  Is  Chris- 
tian child-culture  and  training  In  Bible  knowledge, 
religious  habits  and  service,  and  Christian  character. 
Oh  how  Important  It  Is  for  child  or  man  to  have  a 
kind,  judicious  sympathizing  Christian  friend  at  hand 
at  every  step,  especially  in  the  first  year  of  life  after 
conversion,  to  inquire  and  counsel  as  to  difficulties 
and  dangers !  Secret  and  social  prayer,  the  regular 
study  of  the  Word,  the  social  life  and  habits,  the 
reading,  the  associations,  the  feelings,  the  imagina- 
tion, the  judgment,  and  the  desire  and  tendencies  all 
want  watching,  counselling,  checking,  guarding  or 
instructing  by  one  who  Is  tender,  candid,  sincere  and 
true.  The  whole  life  and  usefulness  much  depends 
upon  all  this.  The  churches  of  Christ  ought  all  to 
be  such  training-fields  of  Christian  culture,  but  alas ! 
we  are  sorry  to  confess  that  they  are  not  generally  so, 
and  consequently  largely  fail  in  this  their  great  work. 
To  throw  a  little  child,  with  only  a  spark  of  grace  in 
the  heart,  into  this  world  of  wolves  of  temptation 
and  error,  with  no  one  to  watch  over,  counsel  and 


204        CHILDREN'S  PRA  YER-MEETINGS. 

guide,  oh,  It  is  sad  indeed,  and  ought  to  excite  the 
sympathy  and  prayers  of  all  godly  people.  Let  us 
associate  and  band  Sunday-school  workers  together 
in  earnest,  in  this  great  work  of  Christian  culture  and 
holy  living — in  little  prayer-meetings  teaching  the 
children  how  to  pray,  how  to  resist  temptation  and 
fight  against  sin,  and  stand  up  for  Jesus,  how  to 
overcome  bad  tempers  and  feelings,  how  to  cultivate 
the  disinterested  missionary  spirit  of  the  gospel  in 
caring  for  others,  and  doing  good  to  others  as  we 
have  opportunity.  The  children,  like  young  trees 
from  the  nursery,  need  early  "  to  be  planted  in  courts 
of  the  Lord,"  if  we  would  have  them  to  grow  up 
comely  trees  of  righteousness. 


Children! s  Prayer- Meetings. 

Children,  even  little  children,  need  to  be  taught 
how  to  pray.  We  all  need  to  be  taught  to  pray  ''  as 
John  also  taught  his  disciples."  This  is  especially 
true  with  children,  because  the  prayers  of  the  minis- 
ter, or  of  the  father  around  the  family  circle,  are  in 
most  cases  examples  which  a  child  will  not  try  to 
follow.  The  words  and  expressions  are,  for  the  most 
part,  quite  unintelligible  to  a  child,  and  consequently 
they  must  be  taught  in  a  different  way.  We  must 
call  the  attention  of  a  child  to  the  particular  things 
which  he  wants,  or  ought  to  thank  God  for,  the 
particular  sins  which  would  be  in  his  child's  confes- 
sion, and  just  the  things  he  wants  to  ask  God  for  in 


CHILDREN'S  PRATER-MEETINGS,       205 

his  own  language  every  day  and  hour  mingled  with 
adoration  and  praise. 

Children's  prayer-meetings  are  well  adapted  to 
this.  Some  of  our  Sabbath-schools  hold  such  a 
meeting  at  the  close  of  each  afternoon  session.  A 
gentleman  who  is  just  adapted  to  the  work  leads  off 
the  little  boys  who  choose  to  attend,  and  a  motherly 
lady  goes  with  the  girls  into  another  room.  We 
have  known  eighty  to  follow  her  into  the  room,  and 
as  many  as  half  the  number  voluntarily  follow  her  in 
prayers  of  two  or  three  or  four  simple  petitions  for 
just  what  the  little  girls  feel  that  they  want.  The 
meeting  opens  with  singing  a  familiar  hymn,  and 
then  a  few  appropriate  verses  and  remarks,  just 
adapted  to  kindle  devotion  in  the  little  hearts,  and 
then  the  little  prayers  follow  freely  and  almost  spon- 
taneously. They  soon  learn  to  love  to  pray,  and 
pray  in  real  faith  too,  for  the  whole  life  of  a  little 
child  is  a  life  of  faith.  Of  course  it  will  all  depend 
upon  the  manner  in  which  these  meetings  are  con- 
ducted, just  as  it  is  with  any  other  meeting  or  religious 
service.  In  good  hands  they  prove  to  be  eminently 
successful  and  delightful.  They  teach  the  children 
how  to  pray,  lead  them  into  the  habit  of  praying 
with  the  heart  and  voice,  and  with  each  other,  and 
the  influence  on  them,  on  their  families,  and  the 
Sabbath-school  is  in  every  way  most  blessed. 

Let  the  exercises  of  such  meetings  be  short,  natural 
and  simple,  with  freedom  and  not  constraint.  A 
half  or  three-fourths  of  an  hour  is  long,  enough,  as 
18 


2o6  THE  SCHOLAR. 

they  should  not  be  prolonged.      They  ought  to  be 
universally  adopted. 

The  Scholar. 

It  is  a  great  privilege  to  become  a  faithful,  punc- 
tual scholar  in  a  well-ordered  Sunday-school.  Un- 
numbered blessings  follow  in  the  train.  He  should 
be  enabled  to  appreciate  this.  It  is  a  matter  of 
primary  importance  that  on  his  first  introduction  to 
the  Sunday-school,  he  should  be  given  distinctly  to 
understand  its  true  character,  position,  appropriate 
order  and  duties,  and  consent  to  a  willing  conformity 
to  all. 

Every  scholar  should  be  punctual,  orderly,  quiet, 
and  respectful ;  he  should  learn  and  recite  his  lessons 
perfectly  ;  never  leave  his  seat  without  permission  ; 
address  no  one  but  his  teacher,  as  a  general  rule  ;  be 
obliging  and  pleasant  to  his  class-mates,  and  set  a 
good  example  of  reverence  for  the  holy  Sabbath. 
In  testimony  of  his  appreciation  of  the  benefits,  and 
in  some  return  for  them,  he  will  be  diligent  in  bring- 
ing in  new  scholars,  and  also  be  particular  to  invite 
his  parents  and  friends  to  the  Monthly  Concerts  of 
Prayer  for  Sabbath-schools.  The  library  book  should 
be  carefully  read,  so  that  a  good  account  can  be  given 
of  its  contents  to  the  teacher,  if  requested,  and  the 
special  instruction  of  the  teacher  may,  also,  profitably 
become  a  subject  for  conversation  with  the  parents. 
Above  all,  it  is  the  duty  and  privilege  of  the  scholar 
in  the  Sunday-school  to  learn  the  way,  and  find  with- 


THE   SCHOLAR.  207 

out  delay,  salvation  by  Christ  in  his  own  rich  and 
joyous  experience,  and  then  to  fill  his  heart  and 
mind  with  a  general  and  particular  knowledge  of 
]3ible  truths,  and  learn  how  to  practice  all  in  his 
daily  life. 

Nothing  short  of  this  experience  should  be  the  aim 
of  every  pupil. 


XXIV. 

PREACHING   TO    CHILDREN. 


REATER  attention  to  the  children  in  the 
public  exercises  of  the  Church  is  becoming 
a  real  necessity.  With  one-half  of  all  the 
members  of  the  families  of  the  church  and  con- 
gregation before  the  pastor,  as  well  as  the  popula- 
tion, under  twenty  years  of  age,  and  those  in  the 
most  hopeful  forming  period  of  life,  the  question 
should  forcibly  arise.  Are  they  not  entitled  to  a  far 
greater  proportion  of  their  pastor's  labors  and  efforts 
than  they  have  hitherto  received?  The  General 
Assembly  of  the  Presbyterian  Church,  at  Dayton, 
Ohio,  requested  all  their  pastors  to  "  give  at  least 
one-half  of  every  Sabbath  service  to  the  children 
and  youth."  And  Bishop  Janes  in  a  Methodist 
Episcopal  Conference  recently  expressed  the  opinion 
that  "  the  time  is  coming  when  there  will  be  two 
sermons  preached  to  children  and  youth  where 
there  is  one  to  adults  ;"  and  Rev.  Dr.  Mcllvaine,  of 
Princeton,  took  very  strong  ground  in  favor  of 
preaching  to  children  in  the  New  Jersey  State  Sab- 
bath-School Convention  at  Elizabeth,  two  or  three 

203 


PREACHING    TO   CHILDREN.  209 

years  ago.  But  we  are  met  with  this  great  difficulty 
at  the  outset :  Many  ministers  say,  "  We  cannot 
learn  how  to  preach  to  children,"  to  which  we  reply, 
confidently,  "  If  you  would  only  take  one-quarter 
the  pains  to  learn  how  to  preach  to  children  that 
you  have  to  learn  how  to  preach  to  adults,  you 
would  generally  succeed  to  so  great  an  extent  as  to 
astonish  yourself  and  all  your  friends.  Therefore, 
I.  The  plan  is  practicable.  2.  The  subject  is  of 
ovei-whelming  importance  and  imperative  necessity. 
3.  Take  a  practical  interest  in  the  children.  4.  Set 
about  gathering  and  arranging  materials  for  it.  Have 
blank  books  to  record  every  thought,  fact,  or  illus- 
tration, and  scrap  books  in  which  file  in  all  good 
illustrations  of  Scripture  truths  from  newspapers, 
magazines,  etc.  5.  Commence  regularly  and  systemati- 
cally to  preach  to  children  ;  for  the  way  to  learn  how 
to  preach  to  children  is — to  preach  to  child7'e7z" 

All  this  will  involve  the  necessity  of  a  watchful 
study  of  child-nature,  child-language,  and  child- 
character.  Something  must  be  prepared  especially 
adapted  to  attract  and  interest  the  children  with  fresh 
illustrations,  etc.  The  Rev.  Dr.  Newton's  sermons 
are  admirable  models.  "  The  Peep  of  Day,"  "  Line 
upon  Line,"  and  "  Precept  upon  Precept,"  are  fine 
specimens  of  pure  child-language.  Bible  truths  and 
illustrations  are  unequalled  to  interest  children  if 
they  are  only  clearly  presented,  in  a  life-like,  earnest 
manner,  and  broken  up  into  little  pieces  for  their  use. 
It  should  ever  be  remembered  that  good  preaching 
18*  0 


2IO  PREACHING    TO   CHILDREN, 

to  children  never  fails  to  be  most  interesting  to  the 
older  people.  Good  preaching  to  children  by  the 
pastor  every  week  will  greatly  elevate  all  our 
monthly  concert,  missionary,  and  anniversary  ad- 
dresses, which  should  often  be  far  more  scriptural ; 
and  methinks,  If  the  pastor  would  but  preach  one 
good  scriptural  sermon  to  the  youth  every  Sabbath, 
both  himself  and  his  people  would  find  a  rich 
blessing  in  it. 

Address  to  Children — In  Outline. 

The  Child  Jesus. 

Luke  il.  40.  "And  the  Child  grew,  and  waxed  strong  in 
spirit,  filled  with  wisdom;  and  the  grace  of  God  was  upon 
him."  Grew  an  infant,  then  a  boy,  afterward  a  man. 
Labored,  suffered  and  died  for  jou,  for  me. 

I.  See  The  Child's  Strength.  Not  like  Samson  or  David. 
Strong  to  do  God's  will,  to  do  right.  Resolute  purpose,  will, 
determination,  etc.  Jesus  was  strong  to  learn,  to  teach,  to 
submit,  to  reprove  and  suffer.  Strong  to  resist  the  world, 
flesh,  and  the  devil.     Strong  for  self-control, 

II.  See  The  Child's  Wealth.  Not  Gold,  Diamonds,  etc., 
but  Wisdom.  How  he  got  it.?  He  gathered  it.  Where.? 
JBidle,  doctors  in  temple,  from  the  Spirit,  from  the  world,  etc. 

III.  See  The  Child's  Beauty.  The  grace  of  God.  Not 
beauty  of  face.  Perhaps  he  had  lost  his  beauty,  "  his  face 
was  so  marred."  It  was  beauty  within ;  meek  and  quiet 
spirit;  beauty  of  holiness,  of  obedience,  of  humility,  of 
love. 

1.  God  thought  him  beautiml.  "In  his  Father's  like- 
ness," "All  of  his  glory,"  etc. 

2.  Angels  thought  him  beautiful.  "  They  wondered  and 
adored."     "Angels  desired  to  look." 


PREACHING    TO   CHILDREN,  211 

3.  Men  thought  him  beautiful.  "  The  Leper,  the  Demo- 
niac, the  Blind,  the  Palsied,"  etc. 

Do  you  \h.\xv\i  him  beautiful.?  or  is  there  "no  beauty  in 
him  that  jou  should  desire  him?" 

His  strength  he  will  give  to  jou.  "My  strength  is  suf- 
ficient for  thee." 

His  wealth  he  will  give  to  jou.  "Filled  with  all  the 
fulness  of  Christ." 

His  beauty  he  will  put  upon  you.    "  No  spot  or  blemish.** 

Oh  I  -what  think  ye  of  Christ? 


XXV. 


CHILDREN'S  MEETINGS   AND  MONTHLY 
CONCERTS. 


HESE  meetings  are  now  becoming  not  only 
very  Important,  but  very  Interesting  both  to 
children  and  to  adults.  Sometimes  Sab- 
bath evening  Is  set  apart  for  It  every  M^eek  or  every 
month  ;  In  other  cases  a  vs^eek-day  evening  is  chosen, 
and  familiar  and  instructive  lectures  given.  In  other 
instances,  again,  a  public  children's  meeting  follows 
the  regular  teaching  hour  on  Sabbath  afternoons.  If 
well  conducted,  these  meetings  are  among  the  most 
acceptable  and  profitable  and  crowded  of  all  the 
religious  assemblages  In  a  community. 

The  great  word  to  study  In  the  plan  of  such  a 
meeting  is — adaptation.  It  should  be  adapted  not 
only  to  the  little  children,  but  also  to  the  older  ones, 
and  especially  to  the  young  men  and  women,  as  well 
as  parents  and  friends,  who  may  be  present.  If  It  Is 
held  on  the  Sabbath,  the  great  Idea  of  worshipping 
God  should  never  be  lost  sight  of  for  a  single  mo- 
ment. The  reply  may  be — "  To  do  this,  and  at  the 
same  time  to  adapt  all  the  sen^ices  to  all  the  various 
212 


CHILDREN'S  MEETINGS.  213 

ages  and  classes,  is  a  very  difficult  matter."  Of 
course  it  is  difficult,  but  not  impossible.  The 
speaker  to  children,  when  in  the  presence  of  adults, 
should  always  choose  a  train  of  thought  and  illus- 
tration which  will  reach  the  children  not  only,  but 
interest,  instruct,  and  impress  the  older  ones.  A 
little  special  preparation  and  saving  of  materials 
just  adapted  to  such  occasions  will  accomplish  it. 
The  hymns  and  music  should  be  appropriate  and 
devotional,  and  only  such  as  the  children  are  familiar 
with  and  love  to  sing.  The  prayers  should  be  short 
and  simple,  in  order  that  all  the  children  can  join  in 
them.  A  few  verses  only  of  Scripture  should  be 
read,  but  let  them  be  made  plain  and  interesting 
to  all. 

In  some  schools  the  Sabbath  lesson  is  reviewed  by 
the  superintendent  and  illustrated,  followed  by  five- 
minute  remarks  on  the  lesson  by  the  teachers  or 
friends  present.  In  other  places  the  children  will 
bring  scriptural  texts  to  prove  ''  what  God  says 
about  obeying  parents,"  about  the  holy  Sabbath, 
about  intemperance,  or  gambling,  or  lying,  etc.,  in- 
terspersed with  remarks.  At  other  times  a  verse  of 
Scripture,  with  the  word  "  love"  or  "  faith"  or  "  hea- 
ven," etc.,  may  be  given  by  the  scholars,  improved, 
with  instructive  comments  upon  the  passages,  by 
the  superintendent  or  pastor.  At  one  concert  we 
heard  the  children  recite,  by  classes,  the  Scripture 
lessons  of  the  last  quarter,  and  the  teachers  recited 
the  pastor's  texts  which  he  had  preached  from  during 


214  CHILDREN'S  MEETINGS. 

the  past  three  months.  This  was  followed  by  an 
appropriate  address,  and  all  produced  a  most  solemn 
eftect.  The  history  of  a  Scripture  event,  or  charac- 
ter, or  epoch  will  always  furnish  an  abundance  to 
interest.  We  do  not  favor  elaborate  or  strained 
efforts.  *'  Simple  and  Scriptural"  would  be  our 
motto,  and  full  of  life,  and  the  children  and  all 
will  enjoy  it  exceedingly.  Sometimes  a  report  of 
the  school  incidentally,  or  the  reading  of  a  Christian 
letter  or  the  words  of  a  Christian  visitor,  may  be 
timely.  Let  everything  be  prepared  beforehand,  and 
have  no  delay  or  hesitation. 


^^^^^^^M 


XXVL 


AUXILIARY    ASSOCIATIONS. 

lout/is'  Temperance  Societies. 

HE  terrible  scourge  of  intemperance  is 
making  sad  progress  in  our  land.  Whole 
families,  men,  women,  and  children,  are 
desolated  by  it.  Beer,  domestic  wines,  cordials,  and 
even  medical  prescriptions,  are  all  made  to  contribute 
to,  and  swell  this  river  of  death.  The  only  safe  and 
sovereign  remedy  is — total  abstinence.  This  con- 
servative principle,  in  order  to  be  the  most  effective, 
should  be  fully  inculcated  in  early  childhood ;  for 
our  young  men,  after  stimulating  their  appetites, 
often  lose  all  power  to  stop.  Therefore  the  chil^ 
dren  in  our  families  and  Sunday-schools  ought  to 
be  early  trained  in  abhorrence  of  all  that  leads  to  this 
dangerous  and  vicious  course.  Drinking  leads  to 
falsehood  and  deception,  hypocrisy  and  dishonesty, 
impurity,  and  sometimes  to  murder.  No  love  of 
parents  or  children,  husband  or  wife,  reputation, 
influence,  character  or  wealth  is  sufficient  to  restrain. 
It  is  therefore  fitting  that  our  youth  be  early  in- 
structed and  guarded  against  the  steps  toward  this 

215 


2l6  TEMPERANCE   SOCIETIES. 

great  evil.  Particularly  ought  the  children  in  our 
Sabbath-schools  to  be  made  familiar  with  what  God 
has  said  on  this  subject  in  the  Bible.  These  texts 
should  be  often  repeated  by  the  scholars  and  ex- 
plained and  enforced  by  their  teachers.  Many 
fathers  will  say :  "  Rather  let  my  son  be  an  abject 
slave  for  life  than  to  fall  a  victim  to  this  degrading, 
destructive  habit  of  intemperance."  The  question 
arises,  When  and  how  this  can  best  be  taught.''  We 
are  always  careful  to  protect  Sabbath-schools  from 
any  diversion  from  the  regular  Scripture  lesson  of 
the  day.  The  Bible  and  Bible-teaching  is  the  glory 
of  Sabbath-schools.  Therefore  we  would  never 
allow  temperance  or  missionary  work,  or  singing,  or 
addresses  to  interrupt  it.  It  is  preferable  in  commu- 
nities, we  think,  to  take  Saturday  afternoons  for  a 
month  or  two  for  this  purpose.  Say,  meet  in  the 
largest  church  at  three  to  four  and  a  half  o'clock  or 
three  and  a  half  to  five  o'clock  P.  M.  Organize  a 
Youths'  Temperance  Society.  Appoint  a  discreet 
youth  of  fourteen  or  sixteen  years  President,  with 
other  officers,  with  a  committee  to  arrange  for  each 
meeting.  Secure  good,  fresh,  appropriate  speakers, 
and  never  allow  a  dull,  heavy  orator  to  occupy 
the  children's  attention.  Instruction,  life-like  and 
adapted  must  constantly  prevail.  Some  of  the  older 
boys,  twelve  to  eighteen  years  old,  may  prepare  and 
recite  a  ten-minute  speech  or  appeal  to  their  asso- 
ciates. The  young  ladies  may  write  brief  essays, 
giving  their  views  upon  the  subject,  which  may  be 


TEMPERANCE  SOCIETIES.  217 

read.  Secure  as  speakers  the  ministers,  lawyers,  etc., 
of  the  place,  who  can  sustain  attention,  and  who  are 
known  to  be  temperance  men.  Select  and  appoint 
twelve  boys  and  the  same  number  of  girls,  who 
shall  circulate  the  pledge  and  obtain  signatures. 
Continue  the  meetings  only  so  many  weeks  as  shall 
be  needed  and  the  interest  shall  be  fully  sustained, 
and  then  discontinue  them  for  a  few  months.  It 
will  be  necessary,  however,  to  have  some  such  tem- 
perance revival  once  in  six  to  twelve  months,  in 
every  place,  to  keep  the  cause  in  the  ascendant  and 
save  the  children,  and  the  meeting  and  the  result  will 
be  delightful  to  all.  We  have  known  a  thousand 
pledges  taken  in  this  way,  within  a  few  weeks,  in  a 
country  village  of  twenty-five  hundred  population. 

In  some  schools  the  children  recite  in  the  monthly 
concert,  texts  which  tell  us  what  the  word  of  God 
says  about  intemperance,  and  brief  addresses  are 
added.  Another  plan,  which  succeeds  admirably  in 
many  Sabbath-schools,  is  to  organize  "  Bands  of 
Hope,"  on  the  plan  which  originated  in  Scotland  in 
1847,  ^^<^  i"  America  in  1855.  The  pledges  exclude 
not  only  other  intoxicating  liquors,  but  beer,  cider, 
and  also  tobacco  and  profanity.  They  have  a  regu- 
lar constitution,  and  forms  of  conducting  them,  with 
catechisms,  hymns,  dialogues,  etc.,  all  of  which  may 
be  obtained  at  a  trifling  expense. 

Their  mode  of  admitting  members  is  very  impres- 
sive. The  Temperance  Catechism  brings  out  a 
mass  of  facts  on  "  The  Origin  and  History  of 
19 


2l8  TEMPERANCE   SOCIETIES. 

Temperance  Societies,"  "Nature  of  Intoxicating 
Drinks,"  "  Fermentation  and  Distillation  Process," 
"Brewing,"  "Alcohol  and  Mixtures,"  "Wines 
of  Scripture,"  "  Bible  Abstinence,"  "  Tobacco," 
*  Profanity,"  etc. 

Under  the  head  of  wine  at  the  Lord's  Supper,  it 
holds  that  the  Bible  does  not  say  what  kind  of  wine 
was  used,  but  we  think  it  was  unfermented,  because 
at  the  time  of  the  feast  of  the  Passover  the  Jews  were 
commanded  to  put  away  all  leaven,  and  the  word 
wine  does  not  occur  in  any  of  the  Evangelists  when 
giving  an  account  of  the  Lord's  Supper.  It  was  the 
fruit  of  the  vine.  Pliny,  the  Roman  historian,  has 
left  an  account  of  the  various  wines  used  at  that 
time,  in  which  he  states  that  out  of  three  hundred 
kinds  of  wine  then  in  common  use,  only  one  would 
burn — that  was  called  Falernian  wine  ;  that  proves 
that  two  hundred  and  ninety-nine  kinds  of  wine  did 
not  contain  alcohol,  and  the  chances,  so  to  speak, 
are  two  hundred  and  ninety-nine  to  one  in  favor  of 
Timothy's  wine  being  unintoxicatlng.  These  extracts 
will  suffice  as  specimens  of  what  may  be  found  in 
these  little  catechisms  and  tracts.  They  contain 
much  valuable  and  needed  information,  whatever 
form  of  temperance  effort  is  made  on  behalf  of  the 
children. 

Juvenile  Temperance  Meetings  are  conducted, 
like  any  other  good  children's  meetings,  with  much 
appropriate  singing  by  the  children,  and  prayer 
and  reading  of  a  few   Scripture  verses,  and  short, 


MISSIONART  ASSOCIATIONS.  219 

stirring,  instructive  addresses,  so  adapted  that  the 
interest  must  never  for  a  moment  flag.  Sermons  by 
the  pastors  are  also  amongst  the  most  valuable  w^ays 
of  promoting  sound  temperance  principles  and 
practice. 

Youths^  Missionary  Asseciations, 
These  are  usually  formed  for  a  definite  object — 
generally  to  support  missionaries  ;  to  plant  Sabbath- 
schools  in  destitute  sections ;  or  to  aid  in  supplying 
poor  schools  vs^ith  libraries.  Every  month  they 
receive  letters  telling  what  has  been  done.  They  are 
organized  by  the  appointment  of  a  President,  Secre- 
tary, Treasurer,  and  sometimes  Collectors.  A 
monthly  missionary  meeting  is  held  and  a  yearly 
anniversary.  At  these  meetings,  besides  reading 
the  Scriptures,  prayer,  and  singing  by  the  children, 
reports  are  given  of  the  doings  and  results,  and  let- 
ters are  read  giving  details  of  the  good  accomplished. 
Addresses,  brief  and  to  the  point,  are  then  made  by 
the  pastor,  superintendent,  or  one  of  the  teachers,  or 
by  some  invited  friend  of  the  cause.  These  mis- 
sionary meetings  should  always  be  attended,  not  only 
by  the  pastor,  teachers,  and  scholars,  but  also  by  the 
parents  and  members  of  the  church  and  congrega- 
tion, and  should  be  made  very  interesting. 

It  has  become  quite  popular  now,  in  many 
schools,  to  organize  each  class  into  a  distinct  mis- 
sionary circle,  with  a  name  and  motto,  as  :  "  Earnest 
Workers,"    "The   Harriet   Newell    Circle,"    "The 


220  MISSIONART  ASSOCIATIONS. 

Lambs  of  Jesu5,"  "The  Buds  of  Promise,"  "Dew 
Drops,"  "Little  Travellers,"  "Willing  Hearts," 
"  Modest  Workers,"  "  Cheerful  Givers,"  "  Young 
Timothies,"  "  The  Sowers,"  "  The  Guiding  Stars," 
"Youthful  Disciples,"  "Rose  of  Sharon,"  "Little 
Samuels,"  "The  Reapers,"  "Olive  Plants,"  etc. 
Each  circle  or  class  reports  through  x  committee 
every  month  to  the  school.  Sometimes  each  class 
has  a  small  cheap  banner,  with  its  name  printed 
on  it. 


XXVII. 
SABBATH-SCHOOL  MUSIC. 


HIS  is  a  very  important  and  attractive  part 
of  the  exercises  of  a  good  Sunday-school,  if 
rightly  conducted.  Good,  pure,  simple 
music,  such  as  children  love  to  sing,  and  w^ords  em- 
bodying the  best  Christian  sentiments  and  feelings, 
should  always  be  chosen.  There  Is  such  an  abund- 
ance of  music  at  the  present  time,  of  an  elevating, 
excellent  character,  that  there  is  no  excuse  for  adopt- 
ing that  which  is  doubtful.  Some  of  the  holiest 
Christian  influences  are  carried  weekly  into  little 
hearts  and  numerous  families  by  these  sweet  songs 
of  the  children.  It  is  well  worth  while  for  every 
Sunday-school  to  obtain  a  good  supply  of  the  best 
music,  such  as  the  children  like ;  and  they  often  love 
to  meet  on  some  afternoon  or  evening  for  the  purpose 
of  practising  their  music  with  their  kind-hearted 
leader.  It  is  the  remark  of  a  wise  man  :  "  Let  me 
make  the  ballads  of  a  nation,  and  I  care  not  who 
makes  its  laws."  How  vastly  important,  then,  it  is 
to  the  future  well-being  of  our  youth  that  they  be 
19  *  221 


222  SABBATH-SCHOOL  MUSIC, 

well  supplied  with  the  choicest  words  and  music  to 
praise  God  in  these  little  assemblies ! 

A  few  words  of  caution  may  be  appropriate : 
Sing  no  more  than  that  which  will  be  truly  worship 
and  devotional  on  the  Lord's  day.  Introduce  all 
new  hymns  with  great  care  to  make  the  children 
understa7id  the  true  sentiment  before  they  sing  it. 
Consequently,  not  more  than  one  new  hymn  should 
be  presented  to  the  school  on  any  one  Sabbath.  Let 
the  practice  in  them  take  place  on  a  week-day,  or 
so  as  not  to  interrupt  the  worship  of  the  Sabbath- 
school.  Never  should  singing  be  introduced  as  an 
entertainment  or  diversion  in  the  Sabbath-school,  or 
made  a  hobby.  Sacred  music  has  a  higher,  holier 
mission.  The  hymns  should  be  appropriate  to  the 
circumstances  and  occasion,  and  adapted  in  con- 
formity to  the  Bible  lesson  of  the  day. 

There  is  a  great  amount  of  music  and  hymns  in- 
troduced into  our  schools  of  a  very  improper  charac- 
ter. The  hymns  are  nothing  but  a  jingle  of  non- 
sense, and  the  music  sometimes  has  very  doubtful  as- 
sociations. All  this  should  be  avoided  most  carefully. 
Several  of  our  Sunday-school  music-book  makers,  it 
is  said,  have  made  a  large  profit  out  of  the  schools  on 
the  sale  of  a  single  book.  We  think  this  is  not  right. 
We  are  opposed  to  paying  thirty-five  cents  for  hymns 
and  music  in  a  book  for  children,  when  the  music  notes 
are  of  no  use  to  the  children,  and  the  hymns  can  he 
sold  for  one-half  of  the  price.  Let  the  superintend- 
ent and  music  choristers  have  the  books  with  the 


SABBATH-SCHOOL  MUSIC.  223 

notes,  of  course.  Besides,  some  of  our  best  Sabbath- 
school  superintendents  are  largely  using  Watts's  and 
Wesley's  andCowper's  hymns  from  our  church  hymn- 
books  in  their  schools  with  great  success,  and  they 
even  sing  church-music.  If  the  hymns  are  adapted 
to  the  lesson,  and  are  carefully  explained  to  the 
children,  so  that  they  get  a  clear  idea  of  their  mean- 
ing, they  sing  them  with  great  spirit  and  gladness  of 
heart — such  hymns  as  "  When  all  thy  mercies,  O  my 
God  ;"  "  On  the  cross  uplifted  high  ;"  "Jesus,  and  shall 
it  ever  be  ;"  "  Hail  my  ever-blessed  Jesus  ;"  "  My 
Saviour,  my  almighty  Friend  ;"  "  There  is  a  fountain 
filled  with  blood  ;"  "Jesus,  I  my  cross  have  taken," 
etc.,  etc.  These,  and  many  more  like  them,  are  used 
in  preference  to  Sunday-school  hymns,  and  the  chil- 
dren greatly  enjoy  them.  By  the  aid  of  stencil  plates 
these  hymns  as  needed,  one  for  each  Sabbath,  are 
placed  in  large  plain  letters  on  sheets  of  white  muslin, 
and  suspended  so  as  to  be  easily  read  by  the  whole 
school.  Thus,  every  head  is  kept  erect,  and  there  is 
no  diversion  in  looking  over  the  hymn-book,  and  as 
a  result  the  order  is  better,  and  the  singing  is  better 
in  every  way. 


XXVIII. 


MEANS    AND   MEASURES. 

Ann  ivei'saries. 

NNIVERSARIES  have  been  quite  common 
of  late  years  ;  they  seem  to  be  very  appro- 
priate, and  when  well  conducted,  are 
productive  of  good.  The  summing  up  of  the  labors 
of  the  year  in  the  annual  report  is  often  of  more 
than  local  interest.  The  presence,  orderly  deport- 
ment, and  singing  of  the  children  are  all  calculated 
to  leave  a  happy,  salutary  impression.  They  are 
conducted  with  alternate  hymns,  prayers,  addresses 
with  the  report,  and  are  usually  on  the  afternoon  or 
evening  of  the  Sabbath,  with  crowded  audiences. 

Here  are  brought  out  for  prayer  and  review  all  the 
plans  and  work  of  the  school  for  a  twelve-month. 
The  addresses  should  always  be  appropriate,  instruc- 
tive, and  interesting  to  all,  tending  always  to  an 
increased  spirituality  and  higher  religious  tone  to  the 
school.  They  should  always  reach  the  parents  and 
friends  present,  as  well  as  the  children. 
224 


MEANS  AND  MEASURES.  225 

Excursions  and  Exhibitions. 

Pic-iiics,  exhibitions,  and  the  like,  are  all  rather 
dangerous  things  in  connection  with  Sunday-schools. 
In  very  sound,  discreet,  judicious  Christian  hands, 
they  are  often  productive  of  good  to  all  concerned  ; 
while  under  young,  giddy,  thoughtless  management, 
they  sometimes  result  in  evil.  Great  caution  should, 
therefore,  be  used.  It  will  require  much  more  grace 
and  wisdom  to  conduct  a  Sunday-school  exhibition 
than  it  will  an  ordinary  service  of  the  school.  Says 
one  writer :  "  Show-children  are  sometimes  gotten 
up  and  exhibited,  as  if  they  were  insensible  to  flat- 
tery as  prize  poultry."  "  A  word  to  the  wise  is 
sufficient." 

Premiums  and  Rewards. 

We  would  carefully  avoid  entailing  upon  any  Sun- 
day-school a  system  of  premiums  and  rewards,  for 
several  reasons,  i.  It  is  needlessly  expensive  ;  2.  It 
is  almost  impossible  to  find  a  corps  of  teachers  who 
are  so  good  accountants  as  to  be  enabled  to  adminis- 
ter the  system  impartially ;  and  thus  jealousies  and 
dissatisfactions  arise  both  on  the  part  of  teacher  and 
pupils ;  3.  Some  of  the  very  kindest  teachers  are 
often  induced  to  reward  those  not  strictly  entitled  to 
them,  and  as  a  consequence,  loose  and  dishonest 
habits  of  business  are  taught  the  scholars ;  4.  After 
the  novelty  is  worn  off,  the  children  learn  to  depend 
upon  and  claim  their  reward  as  a  matter  of  right 
which  they  are  justly  entitled  to,  having  earned  it — 
P 


226  MEANS  AND  MEASURES. 

thus   an   improper   habit   and   motive  of  action    is 
entailed. 

The  pupils  are  debtors  to  the  teachers,  not  the 
teachers  to  the  pupils.  We  would  not  discourage 
the  occasional  judicious  awarding  of  premiums  to 
deserving  scholars  by  the  school,  the  teacher,  or  by 
benevolent  individuals  ;  only  let  them  be  given  for  a 
specific  extra  service — such  as  gathering  new 
scholars,  extraordinary  punctuality,  recitations,  or 
sober  attention  for  a  long  period  of  time  ;  and  let 
them  be  awarded  so  seldom  as  to  be  valued  and 
influential. 

Benevolent  Contributions. 

Benevolent  contributions  in  our  Sunday-schools 
are  assuming  an  attitude  of  much  importance,  and 
it  is,  therefore,  a  point  that  needs  to  be  well  guarded 
from  danger.  It  is  very  important  that  our  children 
be  early  taught  the  principles  and  practice  of  benevo- 
lence ;  of  caring  for  the  ignorant  and  destitute,  and 
doing  them  good  according  to  their  several  abilities. 
They  should  especially  be  taught  to  earn  and  save 
money,  instead  of  asking  parents  for  it.  Let  it  all 
be  real  and  sincere.  Great  care  should  also  be  taken 
with  the  children  to  give  for  definite  objects,  and 
thus  secure  for  them  careful  reports  of  what  is  done 
with  their  money.  We  should,  however,  most 
strictly  conform  to  these  legitimate  objects,  and  on 
no  account  permit  them  to  interfere  in  any  way  with 
the  great  work  of  teaching  the  Bible ;    and  guard 


MEANS  AND  MEASURES.  227 

them  especially  against  being  so  conducted  as  to 
foster  pride,  envy,  and  vain-glory.  This  can  and 
should  be  done.  The  small  penny  rivulets  of  the 
millions  of  Sunday-school  children,  uniting,  have 
swelled  to  a  mighty  stream,  enlivening  and  refresh- 
ing many  a  dark,  moral  w^aste  in  our  ovs^n  and  othei 
lands,  carrying  untold  blessings  to  myriads,  and 
therefore,  v^e  are  the  more  solicitous  to  keep  the 
fountain  pure  and  free. 

Catechisms. 

Most  church  and  many  mission  schools  adopt  and 
successfully  and  regularly  teach  the  great  system  of 
religious  truths  contained  in  these  excellent  com- 
pendiums  of  Christian  doctrine.  Sometimes  one 
Sabbath  a  month,  and  sometimes  a  part  of  one,  is 
allotted  to  this  service,  and  not  unfrequently  the  pastor 
meets  with  them,  and  reviews  the  lesson.  It  is  pre- 
ferable, however,  to  appoint  a  special  service  for  the 
catechism,  so  as  to  let  nothing  interfere  with  the 
Scripture  lesson  of  the  day.  "  To  the  law  and  to 
the  testimony." 

There  is  a  great  want,  however,  of  a  sound,  good 
catechism,  translated  into  the  best  language  of  chil- 
dren of  the  present  day,  so  that  they  can  the  more 
readily  receive  the  truth  into  their  understandings. 

Two  Sessions. 

Most  of  the  schools  in  the  city  of  New  York  and 
vicinity,  and  some  other  cities,  hold  two  sessions  a 


228  MEANS  AND  MEASURES. 

day.  The  reasons  they  give  for  this  course  are,  that 
teachers  have  not  time  faithfully  to  make  the  deep, 
permanent  impression  on  the  hearts  of  their  pupils 
in  one  session  that  they  think  is  necessary ;  that 
they  cannot  do  justice  to  themselves,  the  children,  or 
the  lesson  ;  that  no  thorough  system  of  teaching  can 
be  carried  out  with  one  session ;  that  the  schools 
with  one  session,  as  a  general  rule,  have  only  a 
struggling,  lingering  existence,  and  that  neither 
pupils  nor  teachers  will  consent  to  return  from 
two,  to  one  session  a  day.  With  two  sessions,  they 
say,  they  have  time  to  go  over,  Jinish^  and  apply 
the  lesson,  hear  the  enforcement  or  illustrations  of 
the  superintendent,  and  several  times  sing  their 
sweet  songs  of  Zion.  Besides,  they  find  their  rest 
in  the  hearty  service.  Change  from  the  Sabbath- 
school  to  a  sermon  is  a  relief,  and  change  is  rest.  So 
that  faithful,  earnest  teachers  very  rarely  complain 
of  too  much  labor  or  fatigue.  Every  church  and 
school,  however,  determines  this  question  for  itself. 

Constitution  and  By-Laws, 

Sunday-schools  usually  adopt  a  few  plain  rules  to 
govern  them  ;  we  therefore  give  a  simple  form  : 

Art.  I.  This  Sabbath-school  is  connected  with  the 

Church,  or  shall  be  called  the Sabbath-school. 

Art,  2.  It  shall  consist  of  a  Superintendent,  a  Secretary, 
a  Librarian,  and  as  many  teachers  and  scholars  as  may  be 
duly  received  and  appointed.  The  usual  duties  will  be  as- 
signed to  the  different  officers  of  the  school. 

Art.  3.  This  school  shall  open  at o'clock  in  the  morn- 


MEANS  AND  MEASURES.  229 

ing,  and o'clock  in  the  afternoon,  and  each  session  shall 

continue  one  hour  and . 

Art.  4.  On  the  first  of  January,  or  July  ,  the 

terms  for  which  all  the  officers  are  elected  each  year  shall 
expire,  and  the  teachers  shall  proceed  by  ballot,  at  such 
time,  to  elect  new  officers,  or  to  re-elect  the  old  ones. 

Art.  5.  Strict  order  shall  be  observed,  and  all  the  rules 
conformed  to,  by  every  one  connected  with  the  school,  and 
no  one  shall  leave  the  room  until  the  close  of  the  school, 
without  permission. 

Art.  6.  The   annual   meeting,   or   anniversary,  shall  be 

held  in  the  month  of ,  at  which  time  reports  for  the 

year  shall  be  made,  and  an  address  by  the  pastor,  or  some 
other  person  who  maybe  invited.  Quarterly  meetings  for 
business,  and  weekly  meetings  for  mutual  assistance  and 
counsel,  and  for  the  study  of  the  lesson,  shall  be  held  by  the 
teachers  and  officers. 

Art.  7.  This  Constitution  maybe  amended  at  any  annual 
meeting,  and  By-Laws  may  be  made  or  amended  at  any 
quarterly  meeting,  by  a  majority  of  all  the  teachers. 

The  By-Laws  should  define  when  and  where  teachers' 
meetings,  missionary  meetings,  temperance  or  boys'  meet- 
ings, or  social  Christian  gatherings,  may  be  held;  and  also 
•what  penaltj',  if  any,  for  absence  from  teachers'  meetings, 
etc. }  also  any  other  necessary  objects  may  be  included  in 
the  specifications  of  the  By-Laws. 
20 


XXIX. 

SABBATH-SCHOOL  GUARDIANS. 

Parents. 

ARENTS  are  the  divinely  appointed  guard- 
ians of  their  children.  There  is  no  shrink- 
ing from  their  responsibility  except  by  un- 
faithfulness, and  no  evading  it  w^ithout  guilt.  In  a 
few  short,  fleeting  hours  parents  hold  a  position  of 
honor  and  responsibility  unparalleled  in  the  duties 
of  any  human  being. 

In  the  case  of  Christian  parents  we  believe  that 
God  has  given  them  the  power  to  paralyze  the  in- 
fluence of  the  best  Sabbath-school  teacher  or  pastor 
in  the  land.  If  they  give  the  cold  shoulder  to  the 
Sabbath-school,  they  ought  to  understand  that  they 
will  generally  destroy  its  entire  influence  for  good 
upon  their  children.  Therefore  they  ought  actively 
and  heartily  to  co-operate  with  tlie  Sabbath-school 
teacher  and  pastor  in  this  work  with  the  young. 
Parents  who  are  not  Christians  cannot  present  so 
mighty  a  barrier ;  but  every  parent  holds  an  import- 
ant relation  to  the  teachers  and  the  school. 

Parents  should  watch  over  the  school,  often  visit 
230 


SABBATH-SCHOOL    GUARDIANS.         23 1 

it,  and  manifest  a  deep  interest  in  it.  They  should 
also  notice  and  kindly  check  any  tendency  to  error 
in  doctrine  or  practice.  They  may  counsel  and  sug- 
gest in  every  appropriate  way  whatever  will  advance 
its  best  interests,  and  they  should  personally  know 
and  kindly  recognize  the  teacher  as  the  friend  of  their 
children,  and  welcome  and  aid  him  in  his  visits  to 
their  homes.  They  should  also  contribute  liberally 
and  cheerfully  to  the  support  of  the  school,  and  par- 
ticularly to  the  library.  They  should  see  that  their 
children  punctually  attend  school,  commit  their  les- 
sons to  memory,  and  thus  co-operate  with  the  volun- 
tary unpaid  teacher,  in  giving  their  children  the  best 
and  most  valuable  of  all  knowledge,  and  by  God's 
blessing  leading  them  to  Christ  for  salvation. 

Parents,  accept  the  teachers  to  supplement  and  aid 
your  efforts  to  save  your  offspring,  but  never,  in  any 
case,  allow  anything  to  supersede  or  lessen  your  obli- 
gations or  spiritual  labors  for  your  own  children. 

Pasto7's, 

We  are  fully  convinced  that  our  Sabbath-schools 
will  never  rise  to  what  they  ought  to  be  until  our 
pastors  become  the  well-instructed  leaders  in  this 
great  work.  We  laymen  are  not  in  all  cases  suffi- 
ciently reliable  nor  fitted  to  be  the  leaders.  We 
should  take  the  place  assigned  to  us  by  the  Rev.  Dr. 
Kirk,  of  Boston,  in  the  State  Sunday-School  Con- 
vention of  Massachusetts,  when  he  said  he  "  loved 
to  recognize  Sabbath-school  teachers  as  lieutenants 


232         SABBATH-SCHOOL    GUARDIANS. 

in  the  great  army  In  which  Christ  Jesus  has  made  him 
one  of  the  captains." 

Our  Sabbath-schools,  churches  and  ministers  must 
all  rise  together.  They  should  always  keep  closely  to- 
gether. It  is  here  that  Christians  find  a  good  working 
field  under  the  training  of  the  pastor,  who  is  the  pas- 
tor of  the  Sunday-school  as  well  as  of  the  church.  It 
is  here  that  the  Church  finds  a  great  field  of  labor 
and  her  largest  additions.  Some  pastors  simj^ly 
give  their  Sunday-schools  their  patronage  and  ap- 
probation. This  is  not  sufficient.  Much  more  is 
needed.  Active  co-operative  service  and  direction 
are  wanted.  Sometimes  pastors  must  needs  act  as 
superintendent  of  their  own  Sabbath-schools,  and 
conduct  their  own  teachers*  meeting  for  a  time,  until 
they  can  train  brethren  and  fit  them  to  be  superin- 
tendents. It  is  not  lecturing,  or  preaching  to,  on  the 
subject  that  we  so  much  need  as  how  to  superintend, 
how  to  prepare  the  lesson,  how  to  visit,  what  to 
teach,  how  to  teach  and  lead  to  Christ,  and  how  to 
conduct  teachers'  meetings. 

The  Sabbath-school  enfolds  the  lambs  of  the  flock. 
The  pastor  should,  of  course,  watch  over  it  very  care- 
fully and  very  tenderly.  Every  Sabbath  he  should 
at  least  walk  through  the  school  to  encourage,  by  his 
presence,  the  weary  teachers  and  scholars  in  their 
work  of  faith  and  labor  of  love.  Many  of  the  best 
pastors  in  our  land  make  this  an  invariable  rule.  The 
teachers  need  their  pastor's  counsels  and  assistance 
in  the  school,  the  teachers'  meetings  and  concerts  of 


SABBATH-SCHOOL   GUARDIANS,         233 

prayer,  as  well  as  in  the  pulpit.  Here  he  will  find 
his  true  working  men  and  women,  and  if  any  of  the 
church  have  especial  claims  upon  him,  they  surely 
do  have. 

We  need  our  pastors'  presence  and  counsel  in  all 
our  conventions  and  gatherings  of  teachers.  They 
are  ex-ojfficio  members  of  all.  We  also  need  their 
help  in  calling  out  the  membership  of  the  churches ; 
in  model  sermons  and  model  scriptural  addresses, 
and  teachings  to  children  for  instruction  and  for  ex- 
ample. In  fact,  we  feel  that  we  must  rely  upon  our 
ministers  to  raise  up  and  make  our  Sunday-schools 
what  they  ought  to  be — the  great  training-schools 
of  the  Church,  and  the  fitting  field  of  labor  for  her 
large  membership.  As  a  matter  of  necessity,  and  as 
a  matter  of  propriety,  we  throw  ourselves  as  Sabbath- 
school  workers  upon  the  pastors,  and  call  earnestly 
upon  them  for  personal  aid  and  comfort,  in  the  strong 
assurance  that  our  appeal  will  receive  a  warm  and 
favorable  response. 

The  Church, 

The  Church  of  Christ  is  the  grand  centre  and 
radiating  point  of  all  our  Christian  efforts.  The 
Sabbath-school  is  simply  the  Church  of  Christ 
itself  putting  forth  its  legitimate  action.  Says  Dr. 
Baldwin  :  "  It  is  the  ivorkshop  of  the  Church  for  all 
working  Christians."  Here  she  trains  her  members 
for  personal  service  and  leads  the  lambs  into  the 
true  fold.  The  nearer  in  sympathy  our  Sunday- 
20* 


234         SABBATH-SCHOOL    GUARDIANS, 

schools  are  kept  to  the  churches  the  better  it  will  be  foi 
all ;  and  if  superintendents  and  teachers  wish  to  give 
their  labors  a  permanently  successful  character,  they 
cannot  make  too  short  work  in  leading  their  pupils 
to  the  Church  of  Christ ;  at  first,  perhaps,  as  only 
attending,  hearing  members,  then  believing,  obeying 
members.  The  outer,  or  mission-schools,  are  step- 
ping-stones to  churches.  If  mission-churches  are 
established  with  those  schools,  as  is  often  the  case, 
the  Church  will  be  on  convenient  ground.  Sunday- 
schools,  Bible,  and  tract  mission  efforts  should  be 
superintended  and  sustained  by  the  churches.  Espe- 
cially should  the  churches  stand  by  the  Sunday- 
schools — the  nurseries  of  the  Church — and  see  that 
they  want  no  good  thing.  Rooms,  seats,  books,  and 
all  appliances,  should  be  freely  provided  for  the 
school ;  for  the  future  hopes  of  Zion  are  there.  By 
far  the  greater  number  of  her  additions  from  the 
world  come  through  the  Sabbath-school. 

Not  one-half  of  the  children  of  our  land,  or 
scarcely  of  any  State  in  our  land,  can  be  found  on 
the  Lord's  day  in  any  of  our  Sabbath-schools. 

The  churches  ought,  without  delay,  to  supply  this 
lack.  Surely  we  can  ask  no  less  of  them.  The 
churches  are  abundantly  able  to  do  this.  They  have 
never  trained  and  sent  forth  as  Sabbath-school 
teachers  as  many  as  fifteen  per  cent,  of  their  great 
membership,  and  not  half  the  children  are  yet 
taught.  Let  the  churches  train  and  send  forth  thirty 
per  cent,  of  their  members,  and  the  neglected  are  all 


SABBATH-SCHOOL   GUARDIANS.        235 

reached  and  the  work  is  done.     Therefore  the  ques- 
tion is  one  of  disposition,  will — not  ability. 

The  Community. 

The  community  has  a  deep  personal  interest  in 
the  Sunday-school,  and  has  corresponding  duties. 
Thousands  of  youth  are  every  year  saved  from  prison 
and  from  crime  by  this  institution.  The  three  hundred 
and  fifty  or  four  hundred  thousand  voluntary  Sunday- 
school  teachers  of  our  land  comprise  a  moral  police, 
to  which  the  community  are  immensely  indebted, 
whether  they  are  sensible  of  it  or  not.  It  recently 
cpst  New  York  city  more  than  twenty-five  thousand 
dollars  to  convict  one  murderer,  who  had  been  ne- 
glected from  a  child.  That  sum  of  money  would 
have  paid  his  board  for  sixty  years,  or  sustained 
twenty  thousand  children  in  mission-schools  for  a 
whole  year.  The  Sabbath-school  is  a  cheap  and 
simple  agency  to  give  the  gospel  to  the  millions. 
It  is  the  cheapest  civilizer  extant. 

Thousands  of  the  best  patriots,  statesmen,  and  Chris- 
tians of  our  own  and  other  lands  love  to  acknowledge 
their  immense  obligations  to  the  Sabbath-school,  for 
what  they  are,  and  what  they  hope  to  be.  Said  the 
Bishop  of  London  :  "  The  Sunday-school  has  saved 
the  manufacturing  districts."  And  the  Earl  of  Shaftes- 
bury declared  :  "  To  you,  Sunday-school  teachers,  is 
entrusted  the  future  of  the  British  empire." 

Many  thousands  of  parents  in  our  land,  who  are 
entirely  neglecting  the  religious  instruction  of  their 


236         SABBATH-SCHOOL    GUARDIANS, 

children,  can  bring  them  to  the  Sabbath-schools, 
where  four  hundred  thousand  voluntary  teachers 
stand  cheerfully  ready  to  teach  them,  without  money 
and  without  price.  Like  the  waters  of  the  river  of 
life,  this  stream  runs  free.  Let  parents  see  to  it  that 
their  children  are  regularly  there.  The  community 
should  do  all  they  can  to  help  forward  this  beneficent 
voluntary  scheme  of  public  education,  acknowledge 
their  real  obligation  to  the  teachers,  offer  them  rooms 
in  their  public  school  buildings,  and  by  the  pressure 
of  a  sound  public  sentiment,  increase  the  uniform 
attendance,  particularly  from  the  ignorant  and 
neglected  classes. 


XXX. 


MISSIONARY  AGENCIES. 

Neighborhood  Prayer  Meetings, 

HE  Sabbath-school  teacher  in  his  work  finds 
it  convenient  to  do  incidentally  a  vast  amount 
of  good.  He  distributes  copies  of  the  Bible 
and  Testament,  tracts  and  good  reading,  helps  the 
needy  to  a  place  for  vs^ork,  relief,  etc.,  etc.  Among 
other  means  the  opening  of  neighborhood  prayer- 
meetings  has  been  greatly  blessed.  A  score  or  two 
of  friends  and  neighbors  meet  on  a  week-day  even- 
ing in  a  tenant-room  or  house  convenient,  and 
there  two  or  three  of  the  Sabbath-school  teachers 
conduct  a  familiar  religious  service,  which,  if  appro- 
priate and  interesting,  often  results  in  conversions 
and  bringing  individuals  into  Christian  associations 
and  influences,  and  sometimes  leads  to  the  reforma- 
tion of  a  whole  neighborhood.  Our  young  women 
teachers  sometimes  conduct  these  meetings  with 
great  success  and  profit. 

A  good  mission-school  of  teachers  has  sometimes 
sustained    a    dozen   weekly   neighborhood    prayer- 

237 


238  MISSIONART  AGENCIES, 

meetings.     All   these  plans  are  equally  adapted  to 
cities  or  country  villages. 

Bible  Readers. 

Of  late  years  the  employment  of  pious  and  discreet 
women  as  Bible  readers  has  accomplished  the  most 
blessed  results.  These  constant  visitors  penetrate 
many  a  dark  alley  and  cellar,  and  rescue  from  intem- 
perance, starvation,  destitution  and  crime  those  who 
would  not  otherwise  be  reached.  They  also  comfort, 
and  instruct,  and  aid  multitudes  of  poor  ignorant 
mothers  who  really  know  not  what  to  do,  and  sustain 
many  neighborhood  prayer-meetings  and  mothers* 
meetings.  Sometimes  they  are  supported  by  the 
Bible  Societ}^,  and  in  other  cases  by  the  City  Mission, 
but  oftener  by  the  mission  or  church  Sabbath-schools 
and  churches. 

Young  women  who  are  adapted  to  the  work  leave 
their  sewing  and  other  labor,  and  receive  a  salary 
sufficient  for  their  support  in  this  sei'vice.  Some  of 
the  poor  ignorant,  reclaimed  women  make,  when 
trained  for  it,  most  excellent  Bible  readers. 

Industrial  Schools. 

Industrial  schools  are  usually  for  girls  from  the 
streets,  who  are  picked  up,  washed,  supplied  with  a 
dinner,  taught  to  read,  to  sew,  and  other  useful  em- 
ployments ;  besides,  good  manners  and  good  disposi- 
tions are  carefully  cultivated.  They  are  also  taught 
to  sing  our  choicest  Sabbath-school  hymns,  and  re- 


MISSIONAR  r  A  GENCIES.  239 

ceive  much  valuable  counsel  and  sound  Christian 
instruction  from  their  kind  teachers  and  friends. 
These  schools  are  doing  a  most  excellent  work. 
They  are  held  every  day  in  institutions.  In  Sun- 
day-schools they  are  generally  held  only  on  Saturday 
afternoons,  and  a  score  of  ladies  volunteer  to  come 
and  teach  them.    In  either  form  they  are  very  useful. 

Boys^  Meetings. 

This  is  a  modern  thing,  but  it  grew  out  of  the 
warm,  earnest  sympathy  of  excellent  Christians  for 
the  worst  class  of  street-boys  of  New  York.  They 
were  attracted  by  the  fine  music  taught  them,  the  in- 
terest and  kindness  manifested  toward  them,  and 
the  stirring,  pointed,  interesting  stories  in  which  re- 
ligious truth  was  clothed  as  it  was  spoken  to  them  ; 
and  the  energy  and  capability  which  first  started 
those  meetings  could  sustain  them  now  on  the 
same  basis.  Latterly,  they  assume  more  the  general 
form  of  young  people's  meetings,  being  composed 
of  a  majority  of  boys  and  girls  from  Christian  fami- 
lies, or  at  least  Sunday-schools,  and  most  of  them 
contain  but  a  few  of  the  rough  street-boys.  They  are 
a  stepping-stone  to  a  good  Sunday-school.  Youths' 
attractive  papers  are  circulated  at  the  close.  Inter- 
esting popular  lectures,  made  very  familiar  and  plain, 
on  practical  subjects,  are  sometimes  enjoyed  on  the 
week-day  evenings. 


XXXL 


THE    QUESTION   BOX. 

MONO  the  modern  improvements  in  our 
Sabbath-school  meetings  the  "  Question 
Box,"  or  "  Drawer,"  is  worthy  of  particular 
mention.  Slips  of  paper  are  placed  in  the  hands 
of  the  members  of  the  Convention  or  Institute,  who 
are  requested  to  write  upon  them  any  question  which 
may  be  suggested  to  their  minds,  and  on  which  they 
would  like  to  gain  the  opinions  of  others.  These 
questions  are,  from  time  to  time,  dropped  into  a  box 
provided,  and  left  at  the  door  or  on  the  platform. 
Otherwise,  they  are  collected  by  a  committee  and 
handed  up  to  the  conductor,  who,  at  the  proper  time, 
either  answers  them  himself  or  designates  some 
other  person  or  persons  to  answer  them.  In  this 
way  a  vast  amount  of  clear  and  correct  Information 
is  often  gained,  and  that  of  a  kind  exactly  adapted 
to  present  wants.  No  exercise  in  an  Institute  is 
more  directly  profitable  than  the  question  box  often 
proves  to  be. 

It  of  course   depends  entirely  upon   the   correct 
knowledge  and  grasp  of  the  persons  who  essay  to 
240 


THE  QUESTION  BOX.  241 

answer ;  for  either  truth  or  error  are  alike  rapidly 
propagated  in  this  way.  Therefore  the  greatest 
care  should  be  taken  that  no  one  be  allowed  to 
answer  questions  in  this  way,  who  cannot,  as  the 
result  of  mature  and  deliberate  observation  or  expe- 
rience, comprehensively  look  on  all  sides  of  the 
question,  and  be  careful  to  do  justice  to  all  its  points. 
No  "  snap"  judgment  should  be  taken,  no  witticism 
indulged  in,  and  no  dogmatic  answers  allowed.  On 
the  contrary,  the  utmost  fairness  and  candor  is  indis- 
pensable. 

For  illustration  of  this  subject,  the  following 
examples  of  questions  and  answers  will  suffice : 

1.  How  can  we  obtain  good  teachers.?  Answer, 
Train  them  up  in  your  Bible-classes  and  teachers* 
meetings.  Be  on  the  lookout  for  suitable  persons 
and  excite  their  interest  by  conversations  on  the 
value,  the  details,  and  working  of  the  Sabbath- 
school. 

2.  Would  you  recommend  the  grading  of  Sabbath- 
schools?  Answer,  We  like  the  word  adaptation 
better,  for  there  must  be  that  in  all  good  teaching ; 
there  must  be,  also,  advancement  and  thorough 
Bible  instruction.  But  we  fear  that  an  attempt  to 
grade  Sunday-schools  would  stiffen  and  injure  them, 
for  we  have  but  one  hour  in  a  week,  while  the  public 
schools  have  six  hours  per  day  and  five  days  in  a 
week,  with  a  dozen  grades  of  text-books,  and  paid, 
disciplined  teachers.  Besides,  we  have  never  found 
a  successful  Sabbath-school  with  more  than  the  three 

21  Q 


242  THE  QUESTION  BOX. 

regular  gradations  ;  viz.,  the  infant-classes,  the  inter- 
mediate classes,  and  the  young  men  and  women's 
classes. 

3.  Would  you  ever  employ  unconverted  teachers.'* 
Answer,  Get  the  best  teachers  you  can ;  the  most 
pious,  the  best  skilled  and  regular.  When  you  have 
taken  the  best  yx)u  can  get,  you  have  done  all  your 
duty,  and  God  does  not  require  any  more,  for  he 
accepts  according  to  what  we  have.  In  some  remote 
sections  it  is  simply  a  question  between  accepting 
moral  and  upright  young  people  or  no  teachers. 
They  can  teach  the  elemental  truths  of  religion,  and 
God  has  repeatedly  employed  the  most  unworthy 
persons  to  deliver  his  most  solemn  messages.  There- 
fore get  the  best  teachers  you  can.  It  is  the  message, 
not  the  messenger. 

4.  Do  you  approve  of  one  uniform  lesson  for  the 
whole  school?  Answer,  Yes,  by  all  means;  and 
then  concentrate  all  the  exercises,  the  prayers,  the 
hymns,  the  addresses,  as  well  as  all  the  teaching, 
directly  upon  that  one  portion,  so  that  it  will  be 
impressed  upon  all,  as  it  was  upon  a  little  boy  who 
walked  up  to  the  blackboard  and  pointed  to  the 
drawing  of  an  altar  and  the  bleeding  lamb  upon  it, 
saying,  "  It  was  t/iat  all  day,  wasn't  it,  Jimmy  ?" 
Let  the  infant-class  have  the  central  verse  for  their 
lesson. 

5.  Would  you  expel  a  bad  boy.?  Answer:  I 
never  did,  and  never  would  do  so,  except  as  a  last 
resort,  after  tr}  ing  every  available  resource. 


THE  QUESTION  BOX.  243 

6.  How  can  we  get  the  parents,  pastors,  etc., 
interested  in  the  Sabbath-school?  Answer,  Go  to 
them  and  respectfully  ask  their  counsel  and  advice 
about  the  Sabbath-school.  Get  them  to  investigate 
and  inquire,  give  them  hints  and  information,  and 
thus  excite  their  interest. 

7.  Is  it  consistent  for  a  Sabbath-school  teacher  to 
play  at  cards,  dance,  etc. .?  Answer.  Cards  are  gam- 
blers' tools,  and  we  should  beware  of  them.  Besides, 
the  teacher's  time  is  too  precious.  I  have  never  danced 
since  I  first  became  a  Sabbath  teacher,  nearly  forty 
years  ago.  It  will  lessen  Christian  influence.  "If 
meat  make  my  brother  to  offend,"  says  Paul,  "  I 
will  eat  no  flesh  while  the  world  standeth." 

8.  What  is  the  best  way  to  get  rid  of  inefficient 
teachers  ?  Answer.  Treat  them  with  the  most  tender 
consideration.  Call  upon  them  and  give  them  some 
hints  about  a  verse  in  the  lesson,  which  they  can  use 
with  this  or  that  scholar  in  their  class.  I  have 
always  found  it  better  to  make  poor  teachers  over, 
than  to  look  up  and  train  new  ones. 

9.  How  can  you  restore  order  in  a  disorderly  class  ? 
Answer.  The  teacher  must  first  be  in  the  most  per- 
fect order  and  control  himself,  and  he  will  soon  con- 
trol the  class,  if  his  patience  holds  out. 

10.  What  is  the  pastor's  position  in  the  Sabbath- 
school  ?  Answer.  He  is  the  pastor  of  the  lambs  in 
the  Sabbath-school  as  well  as  of  the  church. 

11.  Is  it  best  to  reprove  scholars  or  teachers  in 
presence  of  the  class  or  classes .''     Answer.  Never. 


2^  THE  QUESTION  BOX. 

12.  Who  are  to  elect  the  superintendent?  Answer, 
In  most  cases  he  should  be  elected  by  the  teachers, 
not  by  the  scholars. 

13.  Who  appoints  the  teachers?  Answer.  They 
are  generally  appointed  by  the  superintendent. 

14.  How  long  ought  a  lesson  to  be?  Answer. 
Six  to  ten  verses,  and  forty  minutes'  time  for  the 
teacher. 

15.  What  is  the  best  way  of  training  teachers? 
Answer.  Get  for  them  The  Sunday- School  Times^ 
and  attract  them  into  the  regular  weekly  teachers' 
meeting. 

16.  How  shall  we  retain  young  men  and  women? 
Answer.  Get  a  teacher  who  loves,  honors,  and  re- 
spects them  and  can  understand  young  people,  and 
does  not  forget  that  he  was  once  young.  Then  ele- 
vate the  Sabbath-school,  so  that  the  young  people  will 
not  be  belittled  in  attending  it. 

17.  Is  there  not  danger  that  the  Sabbath-school 
will  induce  a  disrelish  for  the  preaching  service? 
Answer.  We  must  certainly  guard  against  such  a 
result.  The  Sabbath-school  must  cling  close  to  the 
Church  of  God. 

18.  How  much  money  should  be  expended  an- 
nually on  a  large  mission-school  ?  Answer.  A  fair 
Christian  economy  is  best.  I  know  of  mission- 
schools,  of  four  hundred  scholars,  sustained  at  an  ex- 
pense of  less  than  four  hundred  dollars,  including  rent, 
that  are  better  every  way,  they  are  more  regular  and 
successful,  than  some  similar  schools  which  expend 


THE  QUESTION  BOX.  245 

from  one  thousand  to  twelve  hundred   dollars  per 
year. 

19.  How  many  children  are  there  in  all  our  Sab- 
bath-schools ?  Answer.  If  the  question  refers  to  the 
United  States,  I  think  we  may  safely  say  that  now 
we  have,  in  Sabbath-schools,  about  four  million 
children  and  youth,  with  about  four  hundred  thou- 
sand teachers.  A  quarter  of  a  century  ago  or  so, 
the  numbers  were  estimated  at  two  million  five 
hundred  thousand,  but  this  was  when  the  great  West- 
ern States  were  in  their  comparative  infancy.  The 
number  rapidly  increased  to  three  millions,  and  then 
to  three  million  five  hundred  thousand,  and  now  oui 
returns  and  estimates  reach  four  millions.  Great 
Britain  has  about  the  same  number,  both  of  teachers 
and  scholars  ;  but  we  do  not  think  all  other  countries 
can  raise  the  full  number  of  Sabbath-school  children 
quite  up  to  ten  millions^  or  the  number  of  Sabbath- 
school  teachers  to  a  grand  army  of  one  million 
strong.  The  census  of  i860  gave  the  number  of 
persons  in  the  United  States,  between  the  ages  of 
five  and  sixteen,  at  nine  millions  (or  only  a  few 
thousands  less).  As  a  consequence,  we  have  the 
great  aggregate  oi  Jive  7nillionsl  of  unreached  and 
uncared-for  children  and  youth  in  our  land.  What 
an  immense  and  hopeful  missionary  field  here  lies 
open  at  our  doors  !  There  is  scarcely  a  State  in  our 
whole  Union  or  a  city  which  can  truly  report  one- 
half  of  her  children  in  any  kind  of  a  Sabbath-school 
on  any  given  day.  And  yet  some  of  our  great 
21* 


246  THE  ANSWER  BOX, 

States  are  working  very  energetically  and  systemati- 
cally. Witness  the  State  of  Illinois,  which  has 
organized  every  one  of  its  one  hundred  and  two 
counties  during  the  past  two  or  three  years,  by  the 
voluntary  and  Sunday-school  missionary  labors  of 
its  Sunday-School  Association,  aided  by  other 
agencies.  What  this  State  has  done,  other  States,  if 
they  will,  can  do,  and  the  immense  work  before  us, 
when  systematically  undertaken,  is  by  no  means  a 
hopeless  task. 

The  Answer  Box, 

Nearly  allied  to  the  question  box  is  the  answer 
box.  It  consists  in  this  :  At  an  appropriate  time  in 
an  Institute,  the  conductor  writes  an  important  ques- 
tion on  the  blackboard — blank  papers  are  distributed 
and  all  the  members  are  requested  to  write  their 
answers.  For  instance,  all  are  requested  to  write 
upon  the  question.  What  is  the  great  want  of  our 
Sabbath-schools?  One  writes,  "The  Holy  Spirit, 
praying  teachers,  aim  at  conversions,"  etc.  Another 
writes,  "  Good  superintendents,  devoted  pastors  and 
parents."  Another  writes,  "  Clear  teaching,  good 
order,  and  devout  singing."  Others,  "  The  Bible 
needs  to  be  exalted  and  applied  ;"  "  Make  the  Bible 
attractive  to  the  children  ;"  "  Living,  earnest  teachers 
who  love  the  children ;"  "  Aim  at  salvation  and 
Christian  training."  Or  if  the  question  should  be, 
"How  to  prepare  a  Bible  lesson.''"  one  answers 
"  I.  Pray.      2.  Read  it  over  carefully.      3.  Think 


THE  ANSWER  BOX.  247 

and  pray.  4.  Look  up  the  parallel  passages.  5.  Ex- 
amine Commentaries,  Dictionaries,  etc.  6.  Search 
out  illustrations  for  each  pupil.  7.  How  to  apply 
truth  to  each  and  all."  Another  writes:  "  i.  Fix  on 
tlie  subject  early  in  the  week,  keep  it  constantly  be- 
fore the  mind,  trying  to  find  illustrations  anywhere 
and  everywhere.  2.  Endeavor  to  make  it  simple, 
yet  interesting  and  practical.  3.  Constantly  seek 
divine  direction." 

At  the  close  of  a  recess  of  ten  minutes  for  writing 
and  receiving  the  answers,  they  are  taken  up  and 
read  by  the  conductor,  and  then  referred  to  a  com- 
mittee of  three  to  digest  and  report  upon  at  a  future 
meeting.  We  get  at  the  heart  of  the  people  in  this 
way. 


XXXII. 


MISTAKES  OF  TEACHERS. 

T  is  a  mistake  to  suppose  that  mere  talk  is 
teaching. 
It  is  a  mistake  to  think  that  hearing  a  Bible 
lesson  recited,  or  the  reading  of  questions  from  a 
book,  or  telling  stories,  is  good  Sabbath-school  teach- 
ing. 

It  is  a  mistake  to  think  that  one  who  In  manner 
and  temper  is  impatient,  dogmatic,  overbearing, 
slow,  heavy  or  dull,  can  be  a  good  Sabbath-school 
teacher. 

It  is  a  mistake  to  suppose  that  one  who  is  not 
understood,  or  is  misunderstood,  is  a  good  teacher. 

It  is  a  mistake  to  suppose  he  who  gossips  with 
his  class  is  a  good  teacher. 

It  is  a  mistake  to  suppose,  because  we  have  a 
general  idea  beforehand,  that  we  shall  be  able  to 
supply  the  details  and  illustrations  as  we  go  along. 

It  is  a  great  mistake  to  underrate  oral  teaching, 
and  overrate  merely  reading  and  reciting  from  the 
Bible. 
248 


MISTAKES   OF  TEACHERS.  249 

It  is  a  great  mistake  to  think  that  our  scholars  are 
too  young  to  appreciate  a  well- prepared  lesson  or  a 
well-governed  school. 

It  is  a  mistake  of  teachers  to  expect  attention  from 
motives  of  duty,  or  the  sacredness  of  the  day  or  im- 
portance of  subject — nothing  but  real  interest  will 
secure  it. 

It  is  a  mistake  to  teach  as  if  all  young  children 
had  the  same  tastes. 

It  is  a  great  mistake  to  fail  to  arouse  curiosity  and 
awaken  interest. 

It  is  a  mistake  to  suppose  that  we  shall  be  under- 
stood without  careful  simplicity  of  language. 

It  is  a  mistake  not  to  recall  by  questions  the  last 
Sabbath's  lesson,  and  to  treat  lessons  as  if  they  were 
isolated ;  by  all  means  connect  them. 

It  is  a  great  mistake  for  teachers  to  think  that  giv- 
ing good  advice  or  exhortation  to  children  is  as  good 
as  "  breaking  down"  Bible  truths  with  questions  and 
answers. 

It  is  a  mistake  to  suppose  that  many  common 
terms,  such  as  "  Providence,"  "  grace,"  repentance, 
justification,  etc.,  convey  any  meaning  to  children, 
ordinarily. 

It  is  a  mistake  to  attempt  to  purchase  affection  or 
attention  by  frequent  gifts  to  children  ;  neither  by 
threats  nor  punishments. 

It  is  a  great  mistake  of  Sabbath-school  teachers  to 
suppose  that  their  work  is  that  of  a  mere  philanthro- 
pist— or  a  moral  educator,  or  a  mere  promoter  of 


250  MISTAKES   OF  TEACHERS. 

social  good  order,  or  raising  up  of  good  citizens  and 
children. 

It  is  a  mistake  of  teachers  to  expect  a  cold  recep- 
tion from  parents. 

It  is  a  mistake  of  teachers  to  suppose  that  their 
manner  and  habits  are  unobserved  by  the  children. 

It  is  a  mistake  to  avoid  repetition  with  children — 
simplify  and  repeat. 

It  is  a  mistake  to  teach  our  children,  that  if  they 
will  be  good  and  read  the  Bible,  pray  and  join  the 
Church,  they  will  thereby  go  to  heaven.  Nothing 
but  repentance  toward  God  and  faith  in  the  Lord 
Jesus  Christ  will  secure  that. 

It  is  a  great  mistake  for  Sabbath-school  teachers 
ever  to  teach  Bible  truth  without  being  really  in  earn' 
est — calmly,  cheerfully,  seriously  in  earnest. 


mmmmmm 


XXXIII. 


HELPS  FOR  TEACHERS. 


VERY  thorough  workman  ought  to  have  the  best 
of  tools  to  work  with,  and  the  teacher  should  be 
furnished  with  all  needful  helps.  The  indispensable 
books  for  a  Sabbath-school  teacher  are — ist.  A  com- 
plete reference  Bible — your  own  Bible.  2d.  A  Concordance. 
3d.  A  good  Bible  Dictionary.  Add  to  these,  accurate  and 
careful  observation  to  see  in  the  opening  flower,  the  falling 
leaf,  the  events  of  the  day  and  the  providence  of  God,  rich 
and  apt  lessons  for  youthful  hearts.  On  opening  my  library 
door  I  notice  upon  the  shelves  most  of  the  following  books^ 
which,  with  others  that  are  now  out  of  print,  have  accumu- 
lated to  meet  my  real  wants  as  a  Sabbath-school  worker, 
and  none  of  which  I  would  be  willing  to  part  with : 

Bibles, 

Family  Bible,  with  Notes  and  Instructions. 
Annotated  Paragraph  Bible,  2  vols. 
Reference  Bible,  with  Index  and  Maps. 

Dictionaries.,  Cyclopcedias  and  Commentaries. 

Dictionary  of  the  Bible,     i  or  3  vols. — Smith. 
Dictionary  of  the  Holy  Bible. — Robinson. 
Biblical  Cyclopaedia.     3  vols. — Kitto. 

Cyclopaedia  of  Biblical,  Theological  and  Ecclesiastical  Literature. — McClirt' 
tock  and  Strong. 

Encyclopsedia  of  Religious  Knowledge. — Brown. 
Daily  Bible  Illustrations.     8  yo\s.—Kitio. 
Comprehensive  Commentary.     6  vols. — Jenks. 
Critical,  Doctrinal  and  Homiletical  Commentary. — Lange. 

251 


252  HELPS  FOR    TEACHERS, 

Expository  Thoughts  on  the  Gospels. — Ryle. 

Studies  in  the  Gospels. —  Trench. 

Notes  on  the  New  Testament.     1 1  vols. — Barries. 

The  Gospel  Treasury. — Mitnpriss. 

A  Year  with  St.  '?2MS..—Ktwx. 

The  Parables.— G«2'/4rzV. 

Notes  on  the  Miracles.— Z^r^wcA. 

Introduction  to  the  Study  of  the  Holy  Scriptures.— /i^<7rw«. 

Notes  on  the  Old  Testament.     5  vols. — Barties. 

Notes  on  the  Bible.     8  vols. — Bush. 

Books  of  Reference, 

Complete  Concordance. — Cruden. 

The  Bible  Hand-Book.— ^k^jtw. 

The  Treasury  of  Bible  Knowledge. — Ayre. 

Bible  Months. — Groser. 

Introduction  to  the  Study  of  the  Scriptures. — Nicholh. 

Biblical  Antiquities. — Nevin. 

Scripture  Text- Book  and  Treasiuy. 

English  Synonyms. — Crabbe. 

Works  of  Flavins  Josephus. 

The  Steps  of  Jesus. — Mitnpriss. 

A  Theological  Dictionary. — Buck. 

Bible  Geography  and  Travel. 
Historical  Text-Book  and  Atlas. — Coleman. 
Biblical  Researches  in  Palestine.     3  vols. — Robinson. 
The  Land  and  the  Book.     2  vols. — Thomson. 
Geography  of  Palestine. — Groser. 
Life-Scenes  from  the  Four  Gospels. — Jones. 
Little  Foot-Prints  in  Bible  Lands. — Vincent. 
Bible  Atlas  and  Gazetteer. 

Hand-Books  of  Instruction. 

The  American  Sunday-School  and  its  Adjuncts.— A iexander. 

Forty  Years'  Experience  in  Sunday- Schools. —  Tyng. 

Thoughts  on  Sabbath-Schools.— A^ar/. 

The  Good  Teacher. — Henderson. 

The  Sabbath- School.— /«^/w. 

The  Christian  Teacher  in  Sunday-Schools. — Steel, 

Rise  and  Progress  of  Sunday- Schools. — Power. 

The  Teacher  Taught.— P«r/&arar. 

The  Sabbath- School  Teacher.— Tt;^^. 

Our  Sunday-School. — Abbot. 

Sunday-School  Photographs. — Taylor, 


HELPS  FOR   TEACHERS.  253 

The  Teacher  Teaching.— Pac^ar^. 

Nature's  Noinial  School. — Gall. 

The  Infant-Class.— /?^^c/. 

The  Young  Men's  Class. — Blacket. 

End  and  Essence  of  Sabbath- School  Teaching. — Gall. 

The  Sabbath-School  Concert. —  Trumbidl. 

Hours  with  the  Youngest.     2  vols. — Gill. 

Helpful  Hints  for  the  Sunday-School  Teacher. —  Viftceni. 

Our  Work. — Groser. 

Teacher's  Model  and  Model  Teacher. — Groser. 

The  Use  of  Illustration. — Freeman. 

Art  of  Questioning. — Fitch. 

Illustrative  Teaching. — Groser. 

Model  Sabbath-School  Lesson.— Wells. 

Art  of  Attention.— i^iVcA. 

Introductory  Class. — Groser. 

Diamonds  in  the  Dust. — Jieed. 

On  Memory. — Fitc/t. 

Training- Classes. — Groser. 

Sunday-School  Teaching.— W/4a^^()'. 

Teacher's  Keys. — Reed. 

Pictorial  Teaching. — Hartley, 

Bible  Training. — Stow. 

How  to  Teach. — Groser. 

Senior  Classes. — Watson. 

Early  and  Infant- School  Education — Currie. 

The  Child  and  the  Man. — Greenwood. 

Our  Material. — Groser. 

Sabbaths  with  My  Class. — Green. 

Anecdote  and  Illustration  % 

The  Biblical  Treasury. 
Illustrative  Gatherings.     2  vols. — Bowes. 
Pilgrim's  Progress. — Bunyan. 
The  Power  of  Illustration. — Bowling. 
Illustrations  of  the  Commandments. — Cross. 
The  Young  Christian.— ^-J^^z-/?. 
Anecdotes  on  tlie  Old  and  New  Testaments. 
Moral  Lessons. — Cowdery. 
Bible  Blessings. — Newton. 
Bible  Jewels. — Newton. 
Lectures  to  Children.     2  vols. — Todd. 
Great  Pilot. — Newton. 
Grapes  from  the  Great  Vine. — Breed. 
22 


254  HELPS  FOR   TEACHERS, 

Safe  Compass. — Newton. 

Truth  made  Simple. —  Todd. 

Rills  from  the  Fountain  of  Life. — Newton. 

Addresses  to  Children. — Green. 

The  Child's  Bible  Stories.     4  vols.—Ket/y. 

Children  and  Jesus. — //ammoud. 

Peep  of  Day. 

Line  upon  Line. 

Precept  upon  Precept. 

Little  Crowns,  and  How  to  Win  Them. — Collier. 

General  Education, 
Theory  and  Practice  of  Teaching. — Page. 
Methods  of  Instruction. —  Wickersham. 
Outlines  of  Object-Teaching.— /Tai'/maw. 
The  Student's  Manual.— Tt^^. 
Home  Education. — Isaac  Taylor. 
Primary  Object  Lessons. — Calkins. 
The  Elements  of  Moral  Science. — Wayland. 
The  Observing  Faculties. — Burton. 
The  Teacher.— ^M^i-if. 

Periodicals  for  Teachers. 

The  Sunday- School  T\m&s.—Wt&\i\y.— Philadelphia. 

The  Sunday-School  Teacher. — Monthly. — Chicago. 

The  Sunday-School  Teachers'  Journal. — Monthly. — New  York, 

The  Sunday-School  World.— Monthly.— /'/^//«^^///i?a. 

The  Sunday  Teachers'  Treasury. — Monthly. — London. 

The  Sunday-School  Teacher. — Monthly. — London. 

Scottish  Teachers'  Magazine.— Monthly. — Edinburgh. 

Periodicals  for  Touth. 

The  Wellspring.— Weekly.— i5^.f^^«. 

The  Youth's  Evangelist. — Semi-Monthly. — Philadelphia, 

Sunday- School  Advocate. — Semi-Monthly. — New  York. 

The  Sabbath- School  Visitor.— Semi-Monthly.— /',4/&^^A«jt. 

The  Child's  World.— Semi-Monthly.— P/^Z/a^/Z/^/rt. 

The  Young  Reaper. — Semi-Monthly. — Philadelphia. 

The  Child's  Paper.— Monthly.— AVw  York. 

The  Child  at  Home.— Monthly.— ^(7^/^«. 

The  Children's  B.o\vc.—Mor)X\\\y.—Philadelphki. 

The  Carrier  Dove. — Monthly. — New  York. 

The  Child's  Treasury.— Montlily.—/'/i//rt</^^;//W. 

The  Youth's  Temperance  Banner. — Monthly. — New  York. 

Kind  Words. — Monthly. — Greenville,  South  Carolina. 


THE   TEACHER'S  COVENANT.  255 

The    Teacher's    Covenant. 
Impressed  with  the  serious  nature  of  the  charge, 
will  the  faithful  Sabbath-school  teacher  enter  into  a 
written  engagement  with  his  Saviour,  in  words  some- 
what like  the  following  ? — 

1.  I  promise  to  be  in  my  place  punctually  every  Sabbath, 
a-  the  time  appointed,  unless  prevented  by  sickness,  or  some 
other  cause  so  urgent  that  it  would  in  like  manner  keep  me 
from  important  worldly  business. 

2.  I  promise^  in  every  such  case  of  necessary  absence, 
that  I  will  use  my  utmost  diligence  to  secure  a  suitable  sub- 
stitute, whom  I  will  instruct  in  the  character  of  the  class  and 
the  nature  of  the  duties  to  be  performed. 

3.  I  promise  to  study  carefully  beforehand  the  lesson  to  be 
recited  by  the  scholars,  and  to  have  the  subject  in  my  mind 
during  the  week,  so  that  I  shall  be  likely  to  lay  hold  of,  and 
lay  up  for  use,  anything  that  I  may  meet  with  in  my  read- 
ing or  experience  that  will  illustrate  or  enforce  the  Jesson  of 
the  approaching  Sabbath. 

4.  I  promise  to  be  diligent  in  informing  myself  about  the 
books  in  the  library,  so  that  I  can  guide  my  scholars  in 
selecting  such  books  as  will  interest  and  profit  them ;  also 
in  becoming  acquainted  with  other  good  books  and  tracts, 
so  that  I  can  always  be  prepared,  as  opportunities  may  occur, 
to  lead  their  minds  into  right  channels  of  thought. 

5.  I  promise,  whenever  a  scholar  is  absent  from  the  class 
on  the  Sabbath,  f.hat  I  will  visit  that  scholar  before  the  next 
Sabbath,  unless  prevented^,  by  sickness,  or  by  some  other 
hindrance  so  grave  that  it  would,  under  like  circumstances, 
keep  me  from  attending  to  important  worldly  interests, 

6.  I  protnise  to  visit  statedly  all  my  scholars,  that  I  may 
become  acquainted  with  their  families,  their  occupations, 
and  modes  of  living  and  thinking,  their  temptations,  their 


256  THE   TEACHER'S   COVENANT. 

difficulties,  and  the  various  means  of  reaching  their  hearts 
and  consciences. 

7  I  promise^  if  any  of  my  scholars  or  their  parents  do  not 
attend  statedly  any  place  of  worship,  that  I  will  make  the 
case  known  to  the  superintendent  and  pastor,  and  that  I  will 
use  continued  efforts  to  induce  such  children  and  their 
parents  to  go  to  church  regularly. 

8.  I  promise  that  every  day,  in  my  hour  of  secret  prayer, 
I  will  pray  distinctly,  by  name,  for  each  owe  of  my  scholars, 
for  their  conversion,  if  they  are  still  out  of  Christ ;  for  their 
sanctification  and  growth  in  grace,  if  they  are  already  con- 
verted. 

9.  I  promise  that  I  will  seek  an  early  opportunity  of  pray- 
ing with  each  scholar  privately,  either  at  his  house  or  mine,  or 
in  some  other  convenient  place  that  may  be  found,  and  of 
asking  him  in  a  serious  and  affectionate  manner  to  become 
a  Christian. 

10.  I  promise^  when  I  have  thus  prayed  and  conversed 
with  each  scholar  once,  that  I  will  begin  and  go  through  the 
class  again,  not  omitting  any,  and  not  discontinuing  my 
attempts,  but  going  on  faithfully,  week  by  week,  month  by 
month,  and  year  by  year. 

Signed^ 


THE    END, 


DATE  DUE 

(?c:  7  r  '"^ 

,- 

......  ■'■■■^ 

«.^- 

SFP    1 

5  1996 

..      Afitki, 

oa 

j^jb-Jm 

GAYLORD 

PRINTED  IN  U.S.A. 

I 


